Name tenths and hundredths from models and write them as decimals
When to use this goal
For students who are beginning decimals or who read 0.3 as three and ignore the point. Present levels in naming fractions with denominators of 10 and 100 decide readiness.
- Baseline
- Include hundredths with a zero in the tenths place (0.05) and tenths written as hundredths (0.30), which are the usual confusions. Score reading aloud and writing separately when both are in the goal.
- Tips
- Money (dimes as tenths, pennies as hundredths of a dollar) is a strong anchor for most students. Reading decimals with the place name ("three tenths") rather than "point three" supports later comparison.
- Limits
- Measures notation; does not show decimal comparison or computation. Grids limit the task to tenths and hundredths.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-016.
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Goal
By the annual IEP review date, given 10 shaded tenths or hundredths grids, the student will write the fraction and the decimal that name the shaded part independently with at least 85% accuracy on decimal models, 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 goal305 characters
- By the annual IEP review date, given 10 shaded tenths or hundredths grids, the student will write the fraction and the decimal that name the shaded part independently with at least 85% accuracy on decimal models, 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 shaded tenths or hundredths grids
- Behavior
- The student will write the fraction and the decimal that name the shaded part independently
- Criteria
- With at least 85% accuracy on decimal models, 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 decimal models
- 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 shaded tenths or hundredths grids, the student will write the fraction and the decimal that name the shaded part independently with at least 85% accuracy on decimal models, 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.