Draw a bar model or diagram to represent a word problem
When to use this goal
For students who jump to computation and get the operation wrong, when the team wants a visual setup step before the equation. Present levels in problem-type identification decide which diagram types to teach.
- Baseline
- Score an opportunity correct when the diagram shows the right relationship (parts and whole, or equal groups) and the unknown is marked, regardless of whether the final answer is right. At baseline, record whether the student draws anything at all, draws pictures without quantities, or draws a model that does not match.
- Tips
- Bar models work across operations and grade levels, which makes one diagram type enough for most students. Score the diagram, not the answer; pair with an accuracy goal if answers also need tracking.
- Limits
- A correct diagram is a means, not an end; some students solve well without one. Drawing demands can be a barrier for students with fine motor needs; strip diagrams on a template reduce that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-018.
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Goal
By the annual IEP review date, given a one- or two-step word problem involving addition, subtraction, multiplication or division, with text read aloud on request, the student will draw a bar model or diagram that shows the known quantities and the unknown, then write the matching equation independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 2 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 of 10 opportunities.
- Annual goal450 characters
- By the annual IEP review date, given a one- or two-step word problem involving addition, subtraction, multiplication or division, with text read aloud on request, the student will draw a bar model or diagram that shows the known quantities and the unknown, then write the matching equation independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a one- or two-step word problem involving addition, subtraction, multiplication or division, with text read aloud on request
- Behavior
- The student will draw a bar model or diagram that shows the known quantities and the unknown, then write the matching equation independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a one- or two-step word problem involving addition, subtraction, multiplication or division, with text read aloud on request, the student will draw a bar model or diagram that shows the known quantities and the unknown, then write the matching equation independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.