Match math words to operations
When to use this goal
For students who miss problems because they do not know what sum, difference, product, quotient, total or each mean. Present levels in reading the words and in the four operations decide readiness.
- Baseline
- Record which terms are unknown. Order matters for difference and quotient; note reversals.
- Tips
- Teach these as math vocabulary, not as keywords that always mean one operation; "more" and "left" can mislead. Pair with schema instruction.
- Limits
- Vocabulary alone does not solve word problems.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-068.
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Goal
By the annual IEP review date, given 20 short phrases such as "the product of 6 and 4" or "the difference between 15 and 9", the student will write the expression for each phrase and solve it independently with at least 90% accuracy on vocabulary phrases, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal346 characters
- By the annual IEP review date, given 20 short phrases such as "the product of 6 and 4" or "the difference between 15 and 9", the student will write the expression for each phrase and solve it independently with at least 90% accuracy on vocabulary phrases, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 short phrases such as "the product of 6 and 4" or "the difference between 15 and 9"
- Behavior
- The student will write the expression for each phrase and solve it independently
- Criteria
- With at least 90% accuracy on vocabulary phrases, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 90% accuracy on vocabulary phrases
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 20 short phrases such as "the product of 6 and 4" or "the difference between 15 and 9", the student will write the expression for each phrase and solve it independently with at least 90% accuracy on vocabulary phrases, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| 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.