Write a word problem to match an equation
When to use this goal
For students who solve problems when told the operation but cannot see the structure in a story, where writing their own stories makes the structure explicit. Present levels in sentence writing decide whether responses are written or dictated.
- Baseline
- Collect two or three samples across operations. The common failure is a story that uses the numbers but calls for a different operation (a subtraction story for 24 / 4); the match row catches that and is usually the lowest at baseline.
- Tips
- Dictation keeps writing demands from masking math understanding. Let students write about their interests; the structure matters, not the topic.
- Limits
- Rubric scoring takes adult judgment; use anchor examples. Does not measure solving problems written by others.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-017.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given an equation such as 24 / 4 = __ or 15 + __ = 32, the student will write a short word problem whose solution is the given equation and solve it independently, earning a score of at least 5 out of 6 on a 3-row problem-writing rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 6 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 2 out of 6 rubric points.
- Annual goal397 characters
- By the annual IEP review date, given an equation such as 24 / 4 = __ or 15 + __ = 32, the student will write a short word problem whose solution is the given equation and solve it independently, earning a score of at least 5 out of 6 on a 3-row problem-writing rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given an equation such as 24 / 4 = __ or 15 + __ = 32
- Behavior
- The student will write a short word problem whose solution is the given equation and solve it independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-row problem-writing rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 5 out of 6 on a 3-row problem-writing rubric (0 to 2 points per row)
- Mastery rule:
- on 3 of 4 consecutive scored samples
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given an equation such as 24 / 4 = __ or 15 + __ = 32, the student will write a short word problem whose solution is the given equation and solve it independently, earning a score of at least 5 out of 6 on a 3-row problem-writing rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Match: the story calls for the given operation and numbers | Question: the story ends with a question that the equation answers | Solution: the answer is correct and labeled | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row problem-writing rubric (0 to 2 points per row). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.