Find the percent of a number in real situations
When to use this goal
For students who are headed for independent purchases and budgeting and who cannot find a 20% discount or a 15% tip. Present levels in decimal multiplication or in calculator use decide which support is written.
- Baseline
- Include 10% and 50% items (which many students do mentally) and harder percents like 15% and 35%. Note whether the student can find the percent amount but not the final price, which is a separate step worth scoring.
- Tips
- Build from 10% as a benchmark (10% of 40 is 4, so 30% is 12) before the decimal multiplication rule. This is the math behind the consumer problems in the problem-solving skill.
- Limits
- Does not cover percent increase or finding the whole from a part. With a calculator the task is about setup and decimal placement, not computation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-019.
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Goal
By the annual IEP review date, given 10 problems that ask for a percent of a whole number, set in contexts such as discounts, tax, tips and test scores, the student will write the percent as a decimal or fraction, compute the amount, and write the answer with a label independently with at least 80% accuracy on percent problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% 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
- 25% accuracy.
- Annual goal422 characters
- By the annual IEP review date, given 10 problems that ask for a percent of a whole number, set in contexts such as discounts, tax, tips and test scores, the student will write the percent as a decimal or fraction, compute the amount, and write the answer with a label independently with at least 80% accuracy on percent problems, 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 problems that ask for a percent of a whole number, set in contexts such as discounts, tax, tips and test scores
- Behavior
- The student will write the percent as a decimal or fraction, compute the amount, and write the answer with a label independently
- Criteria
- With at least 80% accuracy on percent problems, 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 percent problems
- 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 problems that ask for a percent of a whole number, set in contexts such as discounts, tax, tips and test scores, the student will write the percent as a decimal or fraction, compute the amount, and write the answer with a label independently with at least 80% accuracy on percent problems, 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.