Find the area of triangles, parallelograms and composite figures
When to use this goal
For students who find rectangle areas but apply the same formula to triangles or cannot split an L-shaped figure. Present levels in rectangle area and in evaluating formulas decide readiness.
- Baseline
- Forgetting to halve for triangles and using a slanted side as the height for parallelograms are the two errors to track. For composite figures, include one with a missing side length that must be found by subtraction.
- Tips
- Cutting a parallelogram and rearranging it into a rectangle, and cutting a rectangle into two triangles, give the formulas meaning before they are memorized. A calculator keeps the focus on setup.
- Limits
- Does not include circles or trapezoids unless written in. Composite figure problems have many steps and few items per probe; watch trends over several probes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-019.
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Goal
By the annual IEP review date, given 10 triangles and parallelograms with the base and height labeled, the student will write the formula, substitute, and write the area in square units independently with at least 80% accuracy on area problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% 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
- 25% accuracy.
- Annual goal337 characters
- By the annual IEP review date, given 10 triangles and parallelograms with the base and height labeled, the student will write the formula, substitute, and write the area in square units independently with at least 80% accuracy on area 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 triangles and parallelograms with the base and height labeled
- Behavior
- The student will write the formula, substitute, and write the area in square units independently
- Criteria
- With at least 80% accuracy on area 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 80% accuracy on area 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 triangles and parallelograms with the base and height labeled, the student will write the formula, substitute, and write the area in square units independently with at least 80% accuracy on area 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.