Solve an estimation problem and state assumptions
When to use this goal
For students who freeze on open questions such as "how many pizzas for the school picnic?" because no numbers are given. Present levels in multi-step problems and estimation decide readiness.
- Baseline
- Score two problems and check agreement with a second scorer. Many students skip assumptions entirely at baseline.
- Tips
- Real planning tasks give these problems a purpose. Good for students who need challenge, including twice-exceptional students.
- Limits
- Answers vary; score the reasoning, not a key.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-048.
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Goal
By the annual IEP review date, given an open estimation question about the school or community, with a worksheet for assumptions, the student will write the assumptions with numbers, compute an estimate from them, and state the answer with a label independently, earning a score of at least 6 out of 8 on a 4-row estimation problem rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected monthly.
Baseline: 2 out of 8 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 8 rubric points.
- Annual goal460 characters
- By the annual IEP review date, given an open estimation question about the school or community, with a worksheet for assumptions, the student will write the assumptions with numbers, compute an estimate from them, and state the answer with a label independently, earning a score of at least 6 out of 8 on a 4-row estimation problem rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an open estimation question about the school or community, with a worksheet for assumptions
- Behavior
- The student will write the assumptions with numbers, compute an estimate from them, and state the answer with a label independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row estimation problem rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
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 6 out of 8 on a 4-row estimation problem rubric (0 to 2 points per row)
- Mastery rule:
- on 3 of 4 consecutive scored samples
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given an open estimation question about the school or community, with a worksheet for assumptions, the student will write the assumptions with numbers, compute an estimate from them, and state the answer with a label independently, earning a score of at least 6 out of 8 on a 4-row estimation problem rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | Assumptions: lists the quantities needed | Values: gives a sensible number for each assumption | Calculation: combines the values correctly | Answer: states a labeled answer and whether it seems reasonable | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row estimation problem 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.