Find the circumference and area of a circle
When to use this goal
For students who mix up radius and diameter or who apply the wrong formula to circles. Present levels in evaluating formulas with a calculator and in squaring numbers decide readiness.
- Baseline
- Label half the circles with the diameter so the radius must be found; using the diameter as the radius is the top error. State the value of pi to be used and the rounding rule on the data sheet.
- Tips
- Measuring the distance around a real circular object with string and comparing it to the diameter makes pi concrete. A calculator is assumed; the goal is setup, not arithmetic.
- Limits
- Does not include arcs, sectors or volume of cylinders. Rounding conventions vary; keep one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-021.
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Goal
By the annual IEP review date, given 10 circles with the radius or diameter labeled and a calculator, with the direction to find the circumference, the student will identify the radius, write the formula, substitute, and write the answer rounded to the nearest tenth with its unit independently with at least 80% accuracy on circle 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 goal434 characters
- By the annual IEP review date, given 10 circles with the radius or diameter labeled and a calculator, with the direction to find the circumference, the student will identify the radius, write the formula, substitute, and write the answer rounded to the nearest tenth with its unit independently with at least 80% accuracy on circle 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 circles with the radius or diameter labeled and a calculator, with the direction to find the circumference
- Behavior
- The student will identify the radius, write the formula, substitute, and write the answer rounded to the nearest tenth with its unit independently
- Criteria
- With at least 80% accuracy on circle 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 circle 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 circles with the radius or diameter labeled and a calculator, with the direction to find the circumference, the student will identify the radius, write the formula, substitute, and write the answer rounded to the nearest tenth with its unit independently with at least 80% accuracy on circle 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.