Plot and name points on a coordinate grid
When to use this goal
For students who reverse x and y or who cannot locate a point in a negative quadrant, which blocks graphing in algebra and reading maps. Present levels in reading number lines (and integers for four quadrants) decide whether to start in the first quadrant.
- Baseline
- Reversed coordinates are the main error; include points such as (2, 5) and (5, 2) in the same probe to catch it. Points on an axis (0, 4) and in quadrants three and four are the next breakdown points.
- Tips
- Battleship-style games and treasure maps make practice engaging. This skill is prerequisite to graphing lines in the data and patterns skill; reference it.
- Limits
- Does not include graphing equations or finding distance between points. Small grids are hard for students with vision or motor needs; use enlarged grids.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-018.
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Goal
By the annual IEP review date, given 10 ordered pairs and a first-quadrant grid, the student will plot each point on the grid and label it with its ordered pair independently with at least 90% accuracy on points, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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
- 40% accuracy.
- Annual goal305 characters
- By the annual IEP review date, given 10 ordered pairs and a first-quadrant grid, the student will plot each point on the grid and label it with its ordered pair independently with at least 90% accuracy on points, 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 ordered pairs and a first-quadrant grid
- Behavior
- The student will plot each point on the grid and label it with its ordered pair independently
- Criteria
- With at least 90% accuracy on points, 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 points
- 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 ordered pairs and a first-quadrant grid, the student will plot each point on the grid and label it with its ordered pair independently with at least 90% accuracy on points, 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.