Act out spoken math language with objects
When to use this goal
For students whose math errors come from the language of math (how many more, fewer than, in all, each, left, twice as many) rather than computation. Acting a spoken problem out with objects shows whether the words are understood. Base the choice on math work samples and the SLP's assessment, with the math teacher.
- Baseline
- Give 10 spoken items and record which math words cause errors. Then give the same numbers as plain computation to check that computation is not the problem. Ask the math teacher which words are in the current unit.
- Tips
- Score correct when the object arrangement matches the language, whether or not the student computes the answer. Coordinate with the math teacher so the same words are taught both places. Keep numbers small so language, not arithmetic, is measured.
- Limits
- The goal measures understanding of math words, not problem solving or computation. Some students act out correctly but still choose the wrong operation on paper; that is a math goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-035.
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Goal
By the annual IEP review date, given 10 spoken one-step problems with math language (such as "Mia has 3 more than Jo. Jo has 4. Show Mia's") and counters, the student will act out the problem with the objects so the arrangement matches the math language independently with at least 85% accuracy on spoken math-language items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% 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. Opportunity (trial) recording 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 Receptive Language.
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
- Speech & Language - Receptive Language
- Baseline
- 40% accuracy.
- Annual goal450 characters
- By the annual IEP review date, given 10 spoken one-step problems with math language (such as "Mia has 3 more than Jo. Jo has 4. Show Mia's") and counters, the student will act out the problem with the objects so the arrangement matches the math language independently with at least 85% accuracy on spoken math-language items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken one-step problems with math language (such as "Mia has 3 more than Jo. Jo has 4. Show Mia's") and counters
- Behavior
- The student will act out the problem with the objects so the arrangement matches the math language independently
- Criteria
- With at least 85% accuracy on spoken math-language items, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 85% accuracy on spoken math-language items
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken one-step problems with math language (such as "Mia has 3 more than Jo. Jo has 4. Show Mia's") and counters, the student will act out the problem with the objects so the arrangement matches the math language independently with at least 85% accuracy on spoken math-language items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.