Weigh ingredients on a kitchen scale
When to use this goal
For students in foods or culinary programs whose recipes give weights (grams or ounces) and who need to weigh accurately. Present levels in reading a digital scale and numbers to 1,000 decide readiness.
- Baseline
- Observe two or three ingredients and mark each step. Taring is the step most often missed.
- Tips
- Weighing is often easier than cups for students with fine motor needs. Pair with measuring cups and spoons (ma-mtm-026).
- Limits
- Kitchen safety is part of the cooking program, not this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-057.
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Goal
By the annual IEP review date, given a digital kitchen scale, a bowl and a recipe line with a weight, such as 250 grams of flour, the student will complete the steps of weighing an ingredient, performing all 7 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking lab.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 7 steps independently.
- Annual goal343 characters
- By the annual IEP review date, given a digital kitchen scale, a bowl and a recipe line with a weight, such as 250 grams of flour, the student will complete the steps of weighing an ingredient, performing all 7 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking lab.
- Timeframe
- By the annual IEP review date
- Condition
- Given a digital kitchen scale, a bowl and a recipe line with a weight, such as 250 grams of flour
- Behavior
- The student will complete the steps of weighing an ingredient
- Criteria
- Performing all 7 steps independently, on 3 consecutive cooking sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly during cooking lab
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 7 steps independently
- Mastery rule:
- on 3 consecutive cooking sessions
- Collection schedule:
- weekly during cooking lab
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a digital kitchen scale, a bowl and a recipe line with a weight, such as 250 grams of flour, the student will complete the steps of weighing an ingredient, performing all 7 steps independently, on 3 consecutive cooking sessions, as measured by a task-analysis checklist collected weekly during cooking lab.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Turns on the scale and checks it shows the right unit (grams or ounces) | ||||||||
| 2. Places the empty bowl on the scale | ||||||||
| 3. Presses tare or zero so the display shows 0 | ||||||||
| 4. Reads the target weight on the recipe | ||||||||
| 5. Adds the ingredient slowly while watching the display | ||||||||
| 6. Stops within the tolerance the teacher set (such as 5 grams) | ||||||||
| 7. Removes the bowl and turns off or clears the scale | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.