Place and compare negative numbers on a number line
When to use this goal
Fits middle and high school students who meet negative numbers in temperatures, bank balances and algebra but treat -8 as larger than -3. Present levels with whole-number lines should be secure.
- Baseline
- Include comparisons of two negatives (-8 and -3), a negative and zero, and opposites (-6 and 6). The two-negatives case is the diagnostic one; record it separately. Note whether the student places negatives in the right order on the line even when the comparison symbol is wrong.
- Tips
- Use temperature and money contexts to anchor the idea that further left (or down) is less. This goal is a prerequisite for integer operations; pair it with an integer computation goal when ready.
- Limits
- Measures placement and comparison only, not adding or subtracting integers. Real contexts help some students and confuse others; choose the condition that matches the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-020.
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Goal
By the annual IEP review date, given 10 integers from -20 to 20 and a number line marked at every 5, the student will mark each integer on the number line and write <, >, or = between each pair independently with at least 90% accuracy on integer placements and comparisons, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 45% 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
- 45% accuracy.
- Annual goal366 characters
- By the annual IEP review date, given 10 integers from -20 to 20 and a number line marked at every 5, the student will mark each integer on the number line and write <, >, or = between each pair independently with at least 90% accuracy on integer placements and 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 10 integers from -20 to 20 and a number line marked at every 5
- Behavior
- The student will mark each integer on the number line and write <, >, or = between each pair independently
- Criteria
- With at least 90% accuracy on integer placements and 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 integer placements and 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 10 integers from -20 to 20 and a number line marked at every 5, the student will mark each integer on the number line and write <, >, or = between each pair independently with at least 90% accuracy on integer placements and 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.