Place decimals on a number line
When to use this goal
For students who can read decimals but have no sense of their size, placing 0.3 before 0.25 or 0.09 near the middle. Present levels in decimal place value decide readiness.
- Baseline
- Decide the scoring rule ahead of time (for hundredths on a tenths line, correct means between the right two tenths and in about the right part of the gap). Include pairs like 0.4 and 0.35 to test the longer-is-bigger error.
- Tips
- Pair with comparing decimals; placing them on a line is often the quickest way to fix the longer-is-bigger error.
- Limits
- Placement scoring takes judgment; use the rule written on the probe for every scorer.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-055.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 decimals to the hundredths and a 0-to-1 number line marked at every tenth, the student will mark and label each decimal at its position on the line independently with at least 85% accuracy on decimal placements, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 30% 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
- 30% accuracy.
- Annual goal344 characters
- By the annual IEP review date, given 10 decimals to the hundredths and a 0-to-1 number line marked at every tenth, the student will mark and label each decimal at its position on the line independently with at least 85% accuracy on decimal placements, 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 decimals to the hundredths and a 0-to-1 number line marked at every tenth
- Behavior
- The student will mark and label each decimal at its position on the line independently
- Criteria
- With at least 85% accuracy on decimal placements, 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 decimal placements
- 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 decimals to the hundredths and a 0-to-1 number line marked at every tenth, the student will mark and label each decimal at its position on the line independently with at least 85% accuracy on decimal placements, 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.