Classify triangles and quadrilaterals by their properties
When to use this goal
For students who know the words square, rectangle and triangle but cannot say that a square is also a rectangle or sort triangles by sides and angles. Present levels in describing attributes and in classifying angles decide readiness.
- Baseline
- Score an item correct only when all categories are right (a square must be named a rectangle, a rhombus and a parallelogram too, if that is the classroom standard). Record whether errors are missed categories or wrong ones; missed categories signal the hierarchy is not yet understood.
- Tips
- Printed side and angle marks remove measuring from the task so the goal stays about classification. Match the category definitions (especially trapezoid) to the classroom's textbook.
- Limits
- Definitions vary between curricula; the data sheet should state the ones used. Does not measure drawing or constructing figures.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-014.
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Goal
By the annual IEP review date, given 10 triangles and the direction to classify each by sides (equilateral, isosceles, scalene) and by angles (acute, right, obtuse), the student will write the classifications for each figure independently with at least 85% accuracy on classifications, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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 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
- 30% accuracy.
- Annual goal378 characters
- By the annual IEP review date, given 10 triangles and the direction to classify each by sides (equilateral, isosceles, scalene) and by angles (acute, right, obtuse), the student will write the classifications for each figure independently with at least 85% accuracy on classifications, 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 triangles and the direction to classify each by sides (equilateral, isosceles, scalene) and by angles (acute, right, obtuse)
- Behavior
- The student will write the classifications for each figure independently
- Criteria
- With at least 85% accuracy on classifications, 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 classifications
- 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 triangles and the direction to classify each by sides (equilateral, isosceles, scalene) and by angles (acute, right, obtuse), the student will write the classifications for each figure independently with at least 85% accuracy on classifications, 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.