Decide whether triangles are congruent or similar using a rule
When to use this goal
Fits high school geometry students who recognize congruent shapes by eye but cannot apply the side and angle rules (SSS, SAS, ASA, AA) to justify it. Present levels in identifying corresponding parts decide readiness.
- Baseline
- Include pairs that look congruent but have insufficient markings (two angles only, with no side), which test whether the student uses the rule or the look. Score the decision and the rule separately.
- Tips
- Coloring corresponding parts is a permanent support that helps many students see the pairs. Similarity with a scale factor connects to proportions in the fractions skill.
- Limits
- Does not include writing full proofs. Rule names vary slightly by textbook; use the classroom's.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-024.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 pairs of triangles with marked sides and angles, the student will state whether the triangles are congruent, similar or neither and name the rule that applies independently with at least 80% accuracy on triangle pairs, 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 goal351 characters
- By the annual IEP review date, given 10 pairs of triangles with marked sides and angles, the student will state whether the triangles are congruent, similar or neither and name the rule that applies independently with at least 80% accuracy on triangle pairs, 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 pairs of triangles with marked sides and angles
- Behavior
- The student will state whether the triangles are congruent, similar or neither and name the rule that applies independently
- Criteria
- With at least 80% accuracy on triangle pairs, 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 triangle pairs
- 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 pairs of triangles with marked sides and angles, the student will state whether the triangles are congruent, similar or neither and name the rule that applies independently with at least 80% accuracy on triangle pairs, 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.