Read a thermometer, measuring cup or scale
When to use this goal
For students who need to read temperatures, liquid amounts and weights for science, cooking and health, and who misread marks between labeled numbers. Present levels in number line reading and in counting by 2s, 5s and 10s decide readiness.
- Baseline
- Include scales with different intervals (by 1, 2, 5 and 10) because the main error is assuming each mark is 1. Thermometers below zero add negative numbers; include them only if that is taught.
- Tips
- Real tools beat pictures for generalization: a digital kitchen scale, a liquid measuring cup, the classroom thermometer. The above-or-below behavior fits health and cooking decisions.
- Limits
- Many real tools are now digital, which is a different reading skill (digits and units). Does not measure converting between units.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-024.
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Goal
By the annual IEP review date, given 10 pictured or real thermometers, measuring cups and kitchen scales with marks between the labeled numbers, the student will read each scale and write the value with its unit independently with at least 85% accuracy on scale readings, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 35% 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 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
- 35% accuracy.
- Annual goal364 characters
- By the annual IEP review date, given 10 pictured or real thermometers, measuring cups and kitchen scales with marks between the labeled numbers, the student will read each scale and write the value with its unit independently with at least 85% accuracy on scale readings, 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 pictured or real thermometers, measuring cups and kitchen scales with marks between the labeled numbers
- Behavior
- The student will read each scale and write the value with its unit independently
- Criteria
- With at least 85% accuracy on scale readings, 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 scale readings
- 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 pictured or real thermometers, measuring cups and kitchen scales with marks between the labeled numbers, the student will read each scale and write the value with its unit independently with at least 85% accuracy on scale readings, 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.