Order a set of fractions from least to greatest
When to use this goal
For students who compare two fractions but cannot order three or more, or who order by denominator size alone. Present levels in comparing fractions with benchmarks should be secure.
- Baseline
- Score a set as one item. Include sets that a bigger-denominator-is-bigger rule gets wrong, and sets with one fraction close to 1/2 and one close to 1 so benchmark reasoning is useful. Record the strategy the student describes.
- Tips
- Benchmarks (less than half, about half, close to 1) are the most useful strategy to teach and are faster than common denominators for ordering. Pair with the comparison and justification templates.
- Limits
- Ordering can be done by converting everything to decimals with a calculator, which is a valid strategy but a different skill; state whether that is allowed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-018.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 sets of 3 to 4 fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 12, the student will write the fractions in order from least to greatest independently with at least 80% accuracy on ordered sets, 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 goal334 characters
- By the annual IEP review date, given 10 sets of 3 to 4 fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 12, the student will write the fractions in order from least to greatest independently with at least 80% accuracy on ordered sets, 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 sets of 3 to 4 fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 12
- Behavior
- The student will write the fractions in order from least to greatest independently
- Criteria
- With at least 80% accuracy on ordered sets, 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 80% accuracy on ordered sets
- 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 sets of 3 to 4 fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 12, the student will write the fractions in order from least to greatest independently with at least 80% accuracy on ordered sets, 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.