Scale a recipe by a whole number
When to use this goal
For students in cooking, foods or job programs who need to double or triple a recipe or an order. Present levels in multiplying whole numbers (or with a calculator) decide readiness; fractions in recipes can be added later.
- Baseline
- Record whether the student multiplies every line or only some, and whether units are kept. Note any lines where the student adds the scale factor instead.
- Tips
- Pair with measuring ingredients (ma-mtm-026) so the scaled recipe gets made. Fraction amounts move this into the fractions skill.
- Limits
- Whole-number amounts only as written. Real recipes may need unit changes (12 teaspoons to 4 tablespoons).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-046.
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Goal
By the annual IEP review date, given a recipe or order list of 4 to 8 whole-number amounts and the direction to make it 2, 3 or 4 times as large, the student will multiply each amount by the scale factor and write the new list with units independently with at least 90% accuracy on scaled amounts, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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 Multiplication & Division.
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 - Multiplication & Division
- Baseline
- 40% accuracy.
- Annual goal390 characters
- By the annual IEP review date, given a recipe or order list of 4 to 8 whole-number amounts and the direction to make it 2, 3 or 4 times as large, the student will multiply each amount by the scale factor and write the new list with units independently with at least 90% accuracy on scaled amounts, 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 recipe or order list of 4 to 8 whole-number amounts and the direction to make it 2, 3 or 4 times as large
- Behavior
- The student will multiply each amount by the scale factor and write the new list with units independently
- Criteria
- With at least 90% accuracy on scaled amounts, 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 90% accuracy on scaled amounts
- 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 recipe or order list of 4 to 8 whole-number amounts and the direction to make it 2, 3 or 4 times as large, the student will multiply each amount by the scale factor and write the new list with units independently with at least 90% accuracy on scaled amounts, 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.