Write and compare numbers in scientific notation
When to use this goal
For students in grade 8 or high school science and math who move the decimal point the wrong way or cannot tell which of two numbers in scientific notation is larger. Present levels in powers of 10 and decimal place value decide readiness.
- Baseline
- Mix large and small numbers. Record whether errors are in the exponent sign, the exponent size or the first factor (writing 45 x 10^3 instead of 4.5 x 10^4).
- Tips
- Use numbers from the student's science class (distances in space, cell sizes) so the skill has a reason. A calculator is fine for the comparison condition.
- Limits
- Does not measure computing with scientific notation. A student who relies on the calculator display may not read the notation in print.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-058.
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Goal
By the annual IEP review date, given 10 very large or very small numbers in standard form and the direction to write each in scientific notation, the student will write each number in scientific notation independently with at least 80% accuracy on scientific notation items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% 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
- 25% accuracy.
- Annual goal367 characters
- By the annual IEP review date, given 10 very large or very small numbers in standard form and the direction to write each in scientific notation, the student will write each number in scientific notation independently with at least 80% accuracy on scientific notation 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 very large or very small numbers in standard form and the direction to write each in scientific notation
- Behavior
- The student will write each number in scientific notation independently
- Criteria
- With at least 80% accuracy on scientific notation 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 80% accuracy on scientific notation 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 very large or very small numbers in standard form and the direction to write each in scientific notation, the student will write each number in scientific notation independently with at least 80% accuracy on scientific notation 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.