Find the perimeter of a polygon
When to use this goal
For students who confuse perimeter with area or who skip unlabeled sides when adding. Present levels in multi-addend addition and in reading side labels decide the support.
- Baseline
- Include rectangles with only two sides labeled, which test whether the student knows opposite sides match, and L-shaped figures with a missing side length. Note whether the student multiplies (area) instead of adding.
- Tips
- Tracing the outline with a finger is the move that separates perimeter from area; keep it as a taught cue. Measuring real objects (a desk, a book) adds the ruler skill and makes the unit real.
- Limits
- Does not include circumference or perimeter with fractional lengths unless written in. Students who are accurate on labeled figures may still fail the measuring version.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-016.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 polygons with all side lengths labeled, the student will add the side lengths and write the perimeter with its unit independently with at least 85% accuracy on perimeter problems, 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 goal312 characters
- By the annual IEP review date, given 10 polygons with all side lengths labeled, the student will add the side lengths and write the perimeter with its unit independently with at least 85% accuracy on perimeter problems, 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 all side lengths labeled
- Behavior
- The student will add the side lengths and write the perimeter with its unit independently
- Criteria
- With at least 85% accuracy on perimeter problems, 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 perimeter problems
- 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 all side lengths labeled, the student will add the side lengths and write the perimeter with its unit independently with at least 85% accuracy on perimeter problems, 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.