Identify whole objects, halves and parts in everyday items
When to use this goal
For young students or students with significant support needs who are learning the words whole, half and part through food, toys and daily routines. Present levels in receptive vocabulary and matching decide the response mode.
- Baseline
- Probe whole, half and part separately over several days using real items the student knows. Whole is usually first; half comes with cutting and sharing routines. Record responses by pointing, speaking or AAC so the mode is consistent.
- Tips
- Embed opportunities in real routines (cutting fruit, sharing a cracker) so the words carry meaning. For students using AAC, program whole, half and part on the device.
- Limits
- Measures vocabulary and recognition, not fraction notation or equal-part reasoning. Half of a set (half the crackers) is a later skill and is not included here.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-008.
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Goal
By the annual IEP review date, given real or pictured items such as a whole sandwich, half a sandwich and a slice, and the question "which is the whole?" or "which is a half?", the student will point to or name the whole, the half or the part independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 10 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Fractions.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Math - Fractions
- Baseline
- 2 of 10 opportunities.
- Annual goal409 characters
- By the annual IEP review date, given real or pictured items such as a whole sandwich, half a sandwich and a slice, and the question "which is the whole?" or "which is a half?", the student will point to or name the whole, the half or the part independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given real or pictured items such as a whole sandwich, half a sandwich and a slice, and the question "which is the whole?" or "which is a half?"
- Behavior
- The student will point to or name the whole, the half or the part independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given real or pictured items such as a whole sandwich, half a sandwich and a slice, and the question "which is the whole?" or "which is a half?", the student will point to or name the whole, the half or the part independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.