Compare and order decimals to the hundredths
When to use this goal
For students who treat decimals like whole numbers (0.25 is bigger than 0.5 because 25 is bigger than 5) or who ignore the decimal point. Present levels in place value and in money notation show whether to start with tenths only.
- Baseline
- Chance is about 50% on two-choice items, so include enough pairs and look specifically at pairs like 0.5 and 0.25, which expose the longer-is-bigger error. Equal pairs written differently (0.5 and 0.50) show whether the student sees equivalence.
- Tips
- Writing prices as decimals ($0.50 versus $0.05) is a motivating way to practice this for older students. Annexing zeros to make equal lengths is a useful taught strategy; the chart support makes that visible.
- Limits
- Correct symbols can come from a memorized procedure without understanding tenths and hundredths. Does not measure decimal computation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-019.
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Goal
By the annual IEP review date, given 20 pairs of decimals to the tenths and hundredths, including pairs with a different number of decimal places, the student will write <, >, or = between each pair of decimals independently with at least 90% accuracy on decimal comparisons, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 50% 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
- 50% accuracy.
- Annual goal368 characters
- By the annual IEP review date, given 20 pairs of decimals to the tenths and hundredths, including pairs with a different number of decimal places, the student will write <, >, or = between each pair of decimals independently with at least 90% accuracy on decimal comparisons, 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 20 pairs of decimals to the tenths and hundredths, including pairs with a different number of decimal places
- Behavior
- The student will write <, >, or = between each pair of decimals independently
- Criteria
- With at least 90% accuracy on decimal comparisons, 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 decimal comparisons
- 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 20 pairs of decimals to the tenths and hundredths, including pairs with a different number of decimal places, the student will write <, >, or = between each pair of decimals independently with at least 90% accuracy on decimal comparisons, 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.