Make change from a purchase
When to use this goal
For students who count money and want to check their change or who are preparing for a cashier or sales role. Present levels in counting on with coins or in subtracting decimals decide which method to write.
- Baseline
- Decide whether the goal is counting up (cashier style) or subtracting; they are different skills and the condition should name one. For counting up, record where the count breaks: coins to the next dollar, or dollars to the amount paid.
- Tips
- Counting up is the method cashiers use and avoids decimal subtraction. For checking change received, the student compares the change to the expected amount, which can be a later objective.
- Limits
- Registers now display the change, so the real-world demand is checking rather than computing. Requires real money and observation for the counting-up version.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-017.
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Goal
By the annual IEP review date, given a price and an amount paid, both less than $10.00, and a cash drawer of mixed coins and bills, the student will count up from the price to the amount paid with coins and bills and state the change independently with at least 85% accuracy on change problems, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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. Opportunity (trial) recording 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 Measurement, Time & Money.
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 - Measurement, Time & Money
- Baseline
- 30% accuracy.
- Annual goal412 characters
- By the annual IEP review date, given a price and an amount paid, both less than $10.00, and a cash drawer of mixed coins and bills, the student will count up from the price to the amount paid with coins and bills and state the change independently with at least 85% accuracy on change problems, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a price and an amount paid, both less than $10.00, and a cash drawer of mixed coins and bills
- Behavior
- The student will count up from the price to the amount paid with coins and bills and state the change independently
- Criteria
- With at least 85% accuracy on change problems, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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 change problems
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a price and an amount paid, both less than $10.00, and a cash drawer of mixed coins and bills, the student will count up from the price to the amount paid with coins and bills and state the change independently with at least 85% accuracy on change problems, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
| 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.