Find the volume and surface area of prisms
When to use this goal
For students who confuse volume with area or who cannot keep track of the six faces of a box. Present levels in rectangle area and in multiplying three numbers decide readiness.
- Baseline
- Score the number and the unit separately; cubic versus square units is a frequent slip. For surface area, count how many faces were included; missing the back faces is the usual error, and a net support fixes it.
- Tips
- Build prisms from cubes before using the formula, and unfold a box to show surface area. Packaging problems (how much cardboard, how much fits inside) give the two ideas a purpose.
- Limits
- Rectangular prisms only; cylinders and other solids need the condition changed. Many-step problems mean small item sets; use trends.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-020.
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Goal
By the annual IEP review date, given 10 rectangular prisms with length, width and height labeled, and the direction to find the volume, the student will write the formula, substitute, and write the volume in cubic units independently with at least 80% accuracy on volume and surface 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 goal390 characters
- By the annual IEP review date, given 10 rectangular prisms with length, width and height labeled, and the direction to find the volume, the student will write the formula, substitute, and write the volume in cubic units independently with at least 80% accuracy on volume and surface 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 rectangular prisms with length, width and height labeled, and the direction to find the volume
- Behavior
- The student will write the formula, substitute, and write the volume in cubic units independently
- Criteria
- With at least 80% accuracy on volume and surface 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 volume and surface 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 rectangular prisms with length, width and height labeled, and the direction to find the volume, the student will write the formula, substitute, and write the volume in cubic units independently with at least 80% accuracy on volume and surface 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.