Split L-shaped figures into rectangles for area
When to use this goal
For students who find the area of one rectangle with the formula but do not know where to start on an L-shaped or T-shaped figure. Present levels, not grade, decide fit; composite figures with triangles or circles belong in a later goal.
- Baseline
- Note which step breaks down: splitting, finding missing sides, or computing. Grid paper lets the student check an answer by counting squares.
- Tips
- Start on grid paper so counting can confirm the answer. Real layouts such as an L-shaped room or garden make good probes once the figures are familiar.
- Limits
- Missing side lengths add a subtraction step that can hide area understanding; track it separately if needed. Does not cover subtracting a cut-out, which is a different strategy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-geo-047.
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Goal
By the annual IEP review date, given 8 composite figures made of two or three rectangles with side lengths labeled and some missing, the student will draw lines to split each figure into rectangles, find any missing side lengths, find each area, and add the areas independently with at least 80% accuracy on composite area problems, in 3 of 4 consecutive biweekly 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 goal434 characters
- By the annual IEP review date, given 8 composite figures made of two or three rectangles with side lengths labeled and some missing, the student will draw lines to split each figure into rectangles, find any missing side lengths, find each area, and add the areas independently with at least 80% accuracy on composite area problems, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 8 composite figures made of two or three rectangles with side lengths labeled and some missing
- Behavior
- The student will draw lines to split each figure into rectangles, find any missing side lengths, find each area, and add the areas independently
- Criteria
- With at least 80% accuracy on composite area problems, in 3 of 4 consecutive biweekly 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 composite area problems
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 8 composite figures made of two or three rectangles with side lengths labeled and some missing, the student will draw lines to split each figure into rectangles, find any missing side lengths, find each area, and add the areas independently with at least 80% accuracy on composite area problems, in 3 of 4 consecutive biweekly 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.