Round whole numbers to the nearest ten, hundred or thousand
When to use this goal
For students who are asked to estimate in class but cannot round, or who round every number up. Rounding depends on place value and on locating a number between two benchmarks, so check those in present levels before writing this goal.
- Baseline
- Include numbers with a 5 in the deciding place, numbers that round up across a place (for example, 996 to the nearest ten), and numbers where the student must leave a digit alone. Record which case produces errors; the across-a-place case is usually last to come in.
- Tips
- Teach with the number line first so rounding is about nearness, not a digit rule. Rounding supports the estimation and reasonableness goals in problem solving; cross-reference them in the IEP.
- Limits
- Accuracy on rounding items does not show that the student uses rounding to check work. Different classrooms teach different rules for 5; state the rule on the data sheet.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-017.
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Goal
By the annual IEP review date, given 10 whole numbers within 10,000 and a stated place to round to (ten, hundred or thousand), the student will write the rounded number for each item independently with at least 85% accuracy on rounding items, 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 Number Sense.
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 - Number Sense
- Baseline
- 40% accuracy.
- Annual goal335 characters
- By the annual IEP review date, given 10 whole numbers within 10,000 and a stated place to round to (ten, hundred or thousand), the student will write the rounded number for each item independently with at least 85% accuracy on rounding items, 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 whole numbers within 10,000 and a stated place to round to (ten, hundred or thousand)
- Behavior
- The student will write the rounded number for each item independently
- Criteria
- With at least 85% accuracy on rounding items, 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 rounding items
- 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 whole numbers within 10,000 and a stated place to round to (ten, hundred or thousand), the student will write the rounded number for each item independently with at least 85% accuracy on rounding items, 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.