Substitute values into an expression or formula
When to use this goal
For students who meet formulas in math and science (area, perimeter, distance, interest) but cannot replace the letters with numbers and compute. Present levels in order of operations decide readiness.
- Baseline
- Include expressions with a coefficient next to a variable (3x with x = 4), which students often read as 34, and expressions with exponents. Score the substitution step and the computation separately.
- Tips
- Writing the expression with parentheses around each substituted value prevents most errors and is a good habit to require. Science formulas from the student's current class make natural item sets.
- Limits
- Does not measure solving for a variable or choosing which formula applies. Calculator use shifts the task to setup and order, not arithmetic.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-013.
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Goal
By the annual IEP review date, given 10 algebraic expressions with one or two variables and the values to substitute, the student will rewrite the expression with the values in place and write the result independently with at least 85% accuracy on substitution problems, 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 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
- 30% accuracy.
- Annual goal363 characters
- By the annual IEP review date, given 10 algebraic expressions with one or two variables and the values to substitute, the student will rewrite the expression with the values in place and write the result independently with at least 85% accuracy on substitution 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 algebraic expressions with one or two variables and the values to substitute
- Behavior
- The student will rewrite the expression with the values in place and write the result independently
- Criteria
- With at least 85% accuracy on substitution 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 85% accuracy on substitution 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 algebraic expressions with one or two variables and the values to substitute, the student will rewrite the expression with the values in place and write the result independently with at least 85% accuracy on substitution 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.