Write fractions in simplest form
When to use this goal
For students who are marked wrong for unsimplified answers or who divide only the numerator when simplifying. Present levels in factors and in equivalent fractions should be secure.
- Baseline
- Include fractions that need two rounds of simplifying (such as 12/36 by 2 then by 6) and fractions where the student might stop early (8/12 to 4/6). Score an item correct only when fully simplified, and note partial simplifications separately.
- Tips
- Teach a check question ("can both numbers still be divided by the same number?") so the student knows when to stop. Pairs with the factors and multiples template.
- Limits
- Simplifying is a procedure and does not show magnitude sense. Whether simplest form is required at all is a classroom convention; make sure the goal matches the class expectation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-011.
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Goal
By the annual IEP review date, given 10 fractions with numerators and denominators to 50 that can be simplified, the student will write each fraction in simplest form, showing the common factor used independently with at least 85% accuracy on simplified fractions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 30% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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
- 30% accuracy.
- Annual goal357 characters
- By the annual IEP review date, given 10 fractions with numerators and denominators to 50 that can be simplified, the student will write each fraction in simplest form, showing the common factor used independently with at least 85% accuracy on simplified fractions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 fractions with numerators and denominators to 50 that can be simplified
- Behavior
- The student will write each fraction in simplest form, showing the common factor used independently
- Criteria
- With at least 85% accuracy on simplified fractions, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on simplified fractions
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 fractions with numerators and denominators to 50 that can be simplified, the student will write each fraction in simplest form, showing the common factor used independently with at least 85% accuracy on simplified fractions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.