Explain why two fractions are equivalent
When to use this goal
For students who can produce equivalent fractions by a rule but cannot show or say why they are equal, which matters for constructed-response items and for catching errors. Present levels in equivalent fraction work and in oral or written expression decide the response mode.
- Baseline
- Score two or three samples and have a second adult score one. Models with unequal wholes are the most common low score on the model row.
- Tips
- Accept spoken explanations recorded by an adult. Use non-equivalent pairs too so the claim row means something.
- Limits
- Rubric scores vary with item difficulty; keep pairs comparable.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-031.
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Goal
By the annual IEP review date, given a pair of equivalent fractions, such as 2/3 and 8/12, during small-group instruction, the student will state whether the fractions are equivalent, show it with a model, and explain it in words or writing independently, earning a score of at least 5 out of 6 on a 3-row fraction equivalence rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 6 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 2 out of 6 rubric points.
- Annual goal463 characters
- By the annual IEP review date, given a pair of equivalent fractions, such as 2/3 and 8/12, during small-group instruction, the student will state whether the fractions are equivalent, show it with a model, and explain it in words or writing independently, earning a score of at least 5 out of 6 on a 3-row fraction equivalence rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a pair of equivalent fractions, such as 2/3 and 8/12, during small-group instruction
- Behavior
- The student will state whether the fractions are equivalent, show it with a model, and explain it in words or writing independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row fraction equivalence rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 5 out of 6 on a 3-row fraction equivalence rubric (0 to 2 points per row)
- Mastery rule:
- on 3 of 4 consecutive scored samples
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a pair of equivalent fractions, such as 2/3 and 8/12, during small-group instruction, the student will state whether the fractions are equivalent, show it with a model, and explain it in words or writing independently, earning a score of at least 5 out of 6 on a 3-row fraction equivalence rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Claim: says correctly whether the fractions are equivalent | Model: draws or builds a model with equal wholes that shows the claim | Reason: explains with parts and wholes or with multiplying top and bottom by the same number | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row fraction equivalence rubric (0 to 2 points per row). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.