Solve one-step fraction word problems in context
When to use this goal
For students who compute with fractions on worksheets but cannot tell what to do with 3/4 cup in a recipe or half a tank of gas. Present levels in the relevant fraction operation should be at or near criterion.
- Baseline
- Separate setup errors (wrong operation) from computation errors so the goal targets the right thing. Vary the wording so that "of" does not always mean multiply and "left" does not always mean subtract.
- Tips
- Real measuring cups and recipes turn this into a functional skill for older students. Read-aloud keeps the goal about math when reading is a separate need.
- Limits
- Does not capture multi-step reasoning. Worksheet problems may not transfer to a kitchen or workshop; add a real-task check if that is the purpose.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-021.
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Goal
By the annual IEP review date, given 10 one-step word problems involving fractions in recipes, measurement, time or sharing, with text read aloud on request, the student will write an equation with fractions and the answer with a label for each problem independently with at least 80% accuracy on fraction word problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
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 goal411 characters
- By the annual IEP review date, given 10 one-step word problems involving fractions in recipes, measurement, time or sharing, with text read aloud on request, the student will write an equation with fractions and the answer with a label for each problem independently with at least 80% accuracy on fraction word problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 one-step word problems involving fractions in recipes, measurement, time or sharing, with text read aloud on request
- Behavior
- The student will write an equation with fractions and the answer with a label for each problem independently
- Criteria
- With at least 80% accuracy on fraction word problems, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on fraction word problems
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 one-step word problems involving fractions in recipes, measurement, time or sharing, with text read aloud on request, the student will write an equation with fractions and the answer with a label for each problem independently with at least 80% accuracy on fraction word problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| 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.