Solve problems involving rate, distance and time
When to use this goal
Fits high school students who need applied problem solving for driving, travel, work and science, and who cannot set up a rate problem even with a formula. Present levels in proportions and in evaluating formulas decide readiness.
- Baseline
- Vary which quantity is unknown; finding time (distance divided by rate) is usually the weakest. Include a unit mismatch (minutes versus hours) in one or two items to see whether the student notices.
- Tips
- Use situations the student will meet (hours to earn a target amount, time to drive to a job). Pairs with the vocational and transition goals in functional skills.
- Limits
- Does not cover unit conversion in depth; see the measurement skill for that. Calculator use is assumed, so the goal measures setup and interpretation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-014.
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Goal
By the annual IEP review date, given 10 word problems involving speed, distance and time, or hourly pay and hours worked, with a calculator, the student will write the formula or proportion, substitute the known values, and write the labeled answer independently with at least 80% accuracy on rate problems, 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 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 goal400 characters
- By the annual IEP review date, given 10 word problems involving speed, distance and time, or hourly pay and hours worked, with a calculator, the student will write the formula or proportion, substitute the known values, and write the labeled answer independently with at least 80% accuracy on rate 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 involving speed, distance and time, or hourly pay and hours worked, with a calculator
- Behavior
- The student will write the formula or proportion, substitute the known values, and write the labeled answer independently
- Criteria
- With at least 80% accuracy on rate 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 80% accuracy on rate 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 involving speed, distance and time, or hourly pay and hours worked, with a calculator, the student will write the formula or proportion, substitute the known values, and write the labeled answer independently with at least 80% accuracy on rate 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.