Add and subtract fractions using fraction strips
When to use this goal
For students who add numerators and denominators straight across and need the concrete reason why that fails before any symbolic rule. Present levels in naming fractions from models should be secure.
- Baseline
- Score an opportunity correct only when the model matches both fractions and the written answer matches the model. Note whether the student still writes the straight-across answer even when the strips show something different; that mismatch is the instructional target.
- Tips
- The strips are the taught method here, so they stay in the condition. Move to the symbolic template once the student can predict the answer before building it.
- Limits
- Model-based work is slow and does not transfer automatically to symbols. Strips limit denominators to those in the set.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-010.
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Goal
By the annual IEP review date, given 8 addition and subtraction problems with like denominators of 2, 3, 4, 6 or 8 and a set of fraction strips, the student will build each fraction with strips, combine or remove the pieces, and write the sum or difference independently in at least 7 of 8 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 2 of 8 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 8 opportunities.
- Annual goal416 characters
- By the annual IEP review date, given 8 addition and subtraction problems with like denominators of 2, 3, 4, 6 or 8 and a set of fraction strips, the student will build each fraction with strips, combine or remove the pieces, and write the sum or difference independently in at least 7 of 8 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 8 addition and subtraction problems with like denominators of 2, 3, 4, 6 or 8 and a set of fraction strips
- Behavior
- The student will build each fraction with strips, combine or remove the pieces, and write the sum or difference independently
- Criteria
- In at least 7 of 8 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 7 of 8 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 8 addition and subtraction problems with like denominators of 2, 3, 4, 6 or 8 and a set of fraction strips, the student will build each fraction with strips, combine or remove the pieces, and write the sum or difference independently in at least 7 of 8 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected 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 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.