Name polygons by their number of sides
When to use this goal
For students who know triangle and square but not pentagon, hexagon or octagon, which appear in class work and on signs. Present levels in counting sides should be reliable first.
- Baseline
- Irregular polygons (a long thin hexagon) are the diagnostic items; students who name only regular ones are matching to a picture rather than counting. Include a few non-polygons (a curved shape) if that distinction is taught.
- Tips
- The stop sign (octagon) and the Pentagon building are anchors students remember. Counting sides is the method; naming from the count is the vocabulary.
- Limits
- Vocabulary only; it does not cover properties beyond side count. Drawing irregular polygons with many sides is a motor task for some students.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-015.
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Goal
By the annual IEP review date, given 10 polygons with 3 to 10 sides, including irregular ones, the student will count the sides and name each polygon independently with at least 90% accuracy on polygons, 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 goal296 characters
- By the annual IEP review date, given 10 polygons with 3 to 10 sides, including irregular ones, the student will count the sides and name each polygon independently with at least 90% accuracy on polygons, 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 polygons with 3 to 10 sides, including irregular ones
- Behavior
- The student will count the sides and name each polygon independently
- Criteria
- With at least 90% accuracy on polygons, 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 90% accuracy on polygons
- 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 polygons with 3 to 10 sides, including irregular ones, the student will count the sides and name each polygon independently with at least 90% accuracy on polygons, 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.