Add and subtract fractions with like denominators
When to use this goal
For students who can add with fraction strips but add the denominators when working on paper. Present levels in decomposing fractions decide readiness.
- Baseline
- Record adding-the-denominators errors separately from simplifying errors. Decide in advance whether unsimplified answers count.
- Tips
- Explain the rule with the parts staying the same size. Unlike denominators come next (ma-fr-005).
- Limits
- Measures written work only. Word problems are covered separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-029.
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Goal
By the annual IEP review date, given 10 addition and subtraction problems with like denominators to 12, including answers greater than 1, the student will add or subtract the numerators, keep the denominator, and write each answer in simplest form independently with at least 90% accuracy on like-denominator problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal409 characters
- By the annual IEP review date, given 10 addition and subtraction problems with like denominators to 12, including answers greater than 1, the student will add or subtract the numerators, keep the denominator, and write each answer in simplest form independently with at least 90% accuracy on like-denominator 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 addition and subtraction problems with like denominators to 12, including answers greater than 1
- Behavior
- The student will add or subtract the numerators, keep the denominator, and write each answer in simplest form independently
- Criteria
- With at least 90% accuracy on like-denominator problems, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 90% accuracy on like-denominator 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 addition and subtraction problems with like denominators to 12, including answers greater than 1, the student will add or subtract the numerators, keep the denominator, and write each answer in simplest form independently with at least 90% accuracy on like-denominator 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.