Use a scale to find real distances on a map or drawing
When to use this goal
For students who need to read a map scale for a trip or a floor plan for a job and cannot convert a measured length to the real distance. Present levels in measuring with a ruler and in proportions decide readiness.
- Baseline
- Separate measuring errors from scale errors by scoring the measured length and the converted length. Scales given as ratios (1:100) are harder than scales in words (1 inch = 5 miles); state which is used.
- Tips
- Local maps, school floor plans and furniture layouts give real items and connect to community navigation goals. A calculator keeps the focus on setup.
- Limits
- Does not include making a scale drawing or dilations on a grid. Map reading (orientation, symbols) is a separate functional skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-026.
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Goal
By the annual IEP review date, given a map or scale drawing with a stated scale, a ruler and 10 pairs of points, with the direction to find the real distance, the student will measure the drawing distance, apply the scale, and write the real distance with its unit independently with at least 80% accuracy on scale 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 goal417 characters
- By the annual IEP review date, given a map or scale drawing with a stated scale, a ruler and 10 pairs of points, with the direction to find the real distance, the student will measure the drawing distance, apply the scale, and write the real distance with its unit independently with at least 80% accuracy on scale 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 a map or scale drawing with a stated scale, a ruler and 10 pairs of points, with the direction to find the real distance
- Behavior
- The student will measure the drawing distance, apply the scale, and write the real distance with its unit independently
- Criteria
- With at least 80% accuracy on scale 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 scale 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 a map or scale drawing with a stated scale, a ruler and 10 pairs of points, with the direction to find the real distance, the student will measure the drawing distance, apply the scale, and write the real distance with its unit independently with at least 80% accuracy on scale 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.