Perform translations, reflections and rotations on a grid
When to use this goal
For students who can plot points but cannot slide, flip or turn a figure on a grid, or who confuse the three moves. Present levels in the coordinate plane (four quadrants) decide readiness.
- Baseline
- Score by transformation type; translations are usually first, then reflections, with rotations last. Reflecting across the wrong axis and rotating the wrong direction are the specific errors to log.
- Tips
- Tracing paper makes every transformation physical and is a reasonable permanent support. Pattern and logo design gives a motivating context.
- Limits
- Does not include dilations or compositions of transformations unless written in. Fine motor and vision needs affect drawing on small grids; enlarge them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-025.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 figures on a coordinate grid and a stated transformation (translation, reflection across an axis, or rotation of 90 or 180 degrees about the origin), the student will draw the image and write the coordinates of its vertices independently with at least 85% accuracy on transformations, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 30% 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
- 30% accuracy.
- Annual goal417 characters
- By the annual IEP review date, given 10 figures on a coordinate grid and a stated transformation (translation, reflection across an axis, or rotation of 90 or 180 degrees about the origin), the student will draw the image and write the coordinates of its vertices independently with at least 85% accuracy on transformations, 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 figures on a coordinate grid and a stated transformation (translation, reflection across an axis, or rotation of 90 or 180 degrees about the origin)
- Behavior
- The student will draw the image and write the coordinates of its vertices independently
- Criteria
- With at least 85% accuracy on transformations, 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 85% accuracy on transformations
- 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 figures on a coordinate grid and a stated transformation (translation, reflection across an axis, or rotation of 90 or 180 degrees about the origin), the student will draw the image and write the coordinates of its vertices independently with at least 85% accuracy on transformations, 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.