Identify congruent and similar figures
When to use this goal
For students who call any two triangles the same, or who think a rotated shape is a different shape. Present levels in describing shape attributes decide readiness.
- Baseline
- Rotated congruent pairs are the key diagnostic; students who miss only those have a rotation issue rather than a concept issue. Include similar pairs that differ in size by a clear factor so the similar-but-not-congruent case is fair.
- Tips
- Tracing paper turns the question into a physical test and is a reasonable permanent support for some students. Pairs well with the transformation template.
- Limits
- Visual judgment of similarity without measuring is approximate; keep the size differences clear. Does not involve proving congruence with theorems.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-011.
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Goal
By the annual IEP review date, given 10 pairs of figures, some congruent, some similar and some neither, including rotated and flipped figures, the student will label each pair as congruent, similar or neither independently with at least 85% accuracy on figure pairs, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 35% 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 Geometry & Spatial Reasoning.
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 - Geometry & Spatial Reasoning
- Baseline
- 35% accuracy.
- Annual goal360 characters
- By the annual IEP review date, given 10 pairs of figures, some congruent, some similar and some neither, including rotated and flipped figures, the student will label each pair as congruent, similar or neither independently with at least 85% accuracy on figure pairs, 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 pairs of figures, some congruent, some similar and some neither, including rotated and flipped figures
- Behavior
- The student will label each pair as congruent, similar or neither independently
- Criteria
- With at least 85% accuracy on figure pairs, 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 85% accuracy on figure pairs
- 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 pairs of figures, some congruent, some similar and some neither, including rotated and flipped figures, the student will label each pair as congruent, similar or neither independently with at least 85% accuracy on figure pairs, 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.