Solve two-step and multi-step linear equations
When to use this goal
Fits high school students in algebra who solve one-step equations but lose the sequence when two or more steps are needed. Present levels in one-step equations and in integer operations should be at criterion.
- Baseline
- Separate errors in the order of steps (dividing before subtracting), sign errors, and arithmetic errors; each calls for a different support. Equations with a negative coefficient or a subtraction constant are the usual breakdown points.
- Tips
- One step per line makes errors findable and should be part of the behavior. A calculator for arithmetic keeps the goal about algebra when computation is a separate need.
- Limits
- Does not cover systems, quadratics or equations with variables on both sides unless written into the condition. Long problems mean few items per probe; look at trends over several weeks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-012.
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Goal
By the annual IEP review date, given 10 two-step linear equations with integer coefficients and integer solutions, the student will show each step on its own line and write the solution independently with at least 80% accuracy on multi-step equations, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
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 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
- 25% accuracy.
- Annual goal335 characters
- By the annual IEP review date, given 10 two-step linear equations with integer coefficients and integer solutions, the student will show each step on its own line and write the solution independently with at least 80% accuracy on multi-step equations, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 two-step linear equations with integer coefficients and integer solutions
- Behavior
- The student will show each step on its own line and write the solution independently
- Criteria
- With at least 80% accuracy on multi-step equations, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 multi-step equations
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 two-step linear equations with integer coefficients and integer solutions, the student will show each step on its own line and write the solution independently with at least 80% accuracy on multi-step equations, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
| 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.