Convert between fractions, decimals and percents
When to use this goal
For students who meet percents in grades, sales and statistics but cannot connect 25% to 1/4 or 0.25. Present levels in naming decimals and in equivalent fractions should be secure.
- Baseline
- Score each direction (fraction to decimal, decimal to percent, and so on) separately; decimal to percent is usually easiest and fraction to decimal with non-benchmark denominators hardest. Include 1/3 to see what the student does with a repeating decimal.
- Tips
- Start with benchmarks the student already uses (half, quarter, 10%). Real contexts for older students include tips, tax, sale prices and sports statistics.
- Limits
- Conversion is a notation skill; use the ordering template to check magnitude sense. Repeating decimals need a rounding rule stated in advance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-017.
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Goal
By the annual IEP review date, given 20 numbers written as fractions, decimals or percents, with the direction to write each in the other two forms, the student will write each number in the other two forms independently with at least 85% accuracy on conversions, 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 goal356 characters
- By the annual IEP review date, given 20 numbers written as fractions, decimals or percents, with the direction to write each in the other two forms, the student will write each number in the other two forms independently with at least 85% accuracy on conversions, 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 20 numbers written as fractions, decimals or percents, with the direction to write each in the other two forms
- Behavior
- The student will write each number in the other two forms independently
- Criteria
- With at least 85% accuracy on conversions, 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 conversions
- 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 20 numbers written as fractions, decimals or percents, with the direction to write each in the other two forms, the student will write each number in the other two forms independently with at least 85% accuracy on conversions, 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.