Use the Pythagorean theorem to find a missing side
When to use this goal
For students in pre-algebra or geometry who can square numbers and use a calculator but cannot set up or solve for a missing side of a right triangle. Present levels in squares, square roots and one-step equations decide readiness.
- Baseline
- Include problems where a leg is missing (requiring subtraction), since students who only add will get those wrong. Note whether the student identifies the hypotenuse correctly when the triangle is rotated.
- Tips
- Identifying the hypotenuse (across from the right angle, the longest side) is the step that fails most; make it an explicit part of the behavior. Real contexts (TV screen sizes, ladder safety) give it purpose.
- Limits
- Does not include the converse or distance on a coordinate plane unless written in. Calculator use is assumed; square roots by hand are not the goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-022.
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Goal
By the annual IEP review date, given 10 right triangles with two sides labeled and a calculator, with the direction to find the third side to the nearest tenth, the student will write the theorem, substitute, solve for the missing side, and write the answer with its unit independently with at least 80% accuracy on right triangle problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 20% 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
- 20% accuracy.
- Annual goal433 characters
- By the annual IEP review date, given 10 right triangles with two sides labeled and a calculator, with the direction to find the third side to the nearest tenth, the student will write the theorem, substitute, solve for the missing side, and write the answer with its unit independently with at least 80% accuracy on right triangle 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 right triangles with two sides labeled and a calculator, with the direction to find the third side to the nearest tenth
- Behavior
- The student will write the theorem, substitute, solve for the missing side, and write the answer with its unit independently
- Criteria
- With at least 80% accuracy on right triangle 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 right triangle 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 right triangles with two sides labeled and a calculator, with the direction to find the third side to the nearest tenth, the student will write the theorem, substitute, solve for the missing side, and write the answer with its unit independently with at least 80% accuracy on right triangle 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.