Identify the needed and extra information in a word problem
When to use this goal
For students who use every number in a problem, including ones that do not matter, or who stop when a number seems to be missing. Present levels in reading comprehension decide whether problems are read aloud.
- Baseline
- Score the identification separately from the final answer. Put the extra number in different positions (first sentence, last sentence) and make some extra information numeric and some not, so the student cannot rely on position.
- Tips
- Reading the question first and then hunting for what it needs is the taught strategy. This is a good short-term objective under a broader problem-solving routine goal.
- Limits
- Does not measure solving. Students may learn to cross out one number regardless of relevance; include problems with no extra information to check.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-009.
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Goal
By the annual IEP review date, given 10 word problems, each with one piece of extra information, with text read aloud on request, the student will underline the numbers needed to answer the question and cross out the extra information before solving independently with at least 90% accuracy on word problems, 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 Math Problem Solving.
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 - Math Problem Solving
- Baseline
- 40% accuracy.
- Annual goal401 characters
- By the annual IEP review date, given 10 word problems, each with one piece of extra information, with text read aloud on request, the student will underline the numbers needed to answer the question and cross out the extra information before solving independently with at least 90% accuracy on word problems, 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 word problems, each with one piece of extra information, with text read aloud on request
- Behavior
- The student will underline the numbers needed to answer the question and cross out the extra information before solving independently
- Criteria
- With at least 90% accuracy on word problems, 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 word problems
- 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 word problems, each with one piece of extra information, with text read aloud on request, the student will underline the numbers needed to answer the question and cross out the extra information before solving independently with at least 90% accuracy on word problems, 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.