IEP goals for measurement with a ruler and other tools
By the IEP Atlas editorial teamLast updated
Short answer
A measurement IEP goal names the tool, the precision and a criterion out of a fixed set. Example: given 10 objects or lines up to 12 inches and a ruler, the student will line up the zero mark and measure each to the nearest quarter inch for 8 of 10 on 3 weekly probes, up from 3 of 10.
Measurement goals are some of the most practical in the IEP. A student who can read a ruler to the quarter inch can follow a recipe, cut a board, check if a couch fits through a door and weigh a package at work. Yet measurement probes are often scored loosely, which makes progress hard to see.
The 24 goals below run from comparing lengths in kindergarten to measuring and marking material on a job site. Each shows the condition, behavior, criterion with its denominator, an illustrative baseline and a link to its template. The numbers are illustrations, not benchmarks. For other math areas, see the math IEP goals pillar.
What a measurement goal must specify
- The tool: ruler, yardstick, tape measure, measuring cup, scale or thermometer.
- The precision: nearest inch, half inch, quarter inch, eighth inch, centimeter or millimeter.
- The tolerance for scoring: exact, or within one mark. Decide before the baseline.
- The objects: lines on paper, classroom objects or real job materials.
- Criterion: a count out of a fixed set, such as 8 of 10 measurements.
The IEP must contain measurable annual goals and describe how progress will be measured.[1] Measurement goals meet that standard easily once precision and tolerance are written down.
How to choose the right measurement goal
Watch the student measure 5 objects with a ruler. Most errors fall into a few types.
| What you see | Sub-skill | Measure |
|---|---|---|
| Cannot say which is longer or heavier | Comparing and ordering | Opportunities out of 10 |
| Starts at the end of the ruler, not at zero | Lining up the zero mark | Measurements correct out of 10 |
| Lines up correctly, misreads fractions of an inch | Reading ruler marks | Measurements correct out of 10 |
| Uses a ruler for everything | Choosing a tool and unit | Items correct out of 10 |
| Measures well, cannot convert or combine | Converting and computing | Problems correct out of 10 |
| Job or kitchen tasks | Measuring in real work | Task analysis steps |
Reading fractions of an inch depends on fraction understanding. If the student cannot place 1/4 and 3/4 on a number line, the fractions goals on the fractions goals page may come first.
Goals for comparing and nonstandard measurement
- Comparing objects: Given two objects, the student will say which is longer, heavier or holds more on 8 of 10 opportunities. Baseline: 4 of 10. Template
- Ordering by length: Given 3 to 5 objects, the student will order them from shortest to longest on 8 of 10 opportunities. Baseline: 3 of 10. Template
- Nonstandard units: Given cubes or paper clips and 10 objects, the student will measure each by laying units end to end with no gaps for 8 of 10 opportunities. Baseline: 2 of 10. Template
- Balance scale: Given a balance scale and 10 pairs of objects, the student will find which is heavier on 9 of 10 opportunities. Baseline: 5 of 10. Template
Weak: "The student will understand length." Measurable: the nonstandard units goal, which names the materials and what counts as correct (no gaps or overlaps).
Goals for measuring with a ruler and tape measure
- Ruler to the nearest unit or fraction: Given 10 objects or lines up to 12 inches and a ruler, the student will measure each to the nearest quarter inch for 8 of 10 on 3 weekly probes. Baseline: 3 of 10. Template
- Drawing a line: Given 10 stated lengths, the student will draw a line of each length within 1/8 inch for 9 of 10. Baseline: 4 of 10. Template
- Estimate then measure: Given 10 classroom objects, the student will estimate the length, then measure and say how close the estimate was on 8 of 10 opportunities. Baseline: 2 of 10. Template
- Tape measure to 1/8 inch: Given a tape measure and 10 lengths up to 8 feet, the student will read each to the nearest 1/8 inch for 8 of 10. Baseline: 2 of 10. Template
- Measure and mark: Given a cut list and material, the student will measure and mark each length, completing 7 of 7 steps on 4 of 5 pieces. Baseline: 3 of 7 steps. Template
- Will it fit: Given 8 fit questions, such as whether a shelf fits in a space, the student will measure both and answer correctly for 7 of 8. Baseline: 2 of 8. Template
Weak: "The student will measure with a ruler with 80% accuracy." Measurable: the ruler goal, which names the precision, the range and the set size.
Goals for choosing tools and reading scales
- Choosing the tool and unit: Given 10 measuring tasks, the student will choose the right tool and unit for 9 of 10 (a tape measure in feet for a room, a measuring cup for water). Baseline: 4 of 10. Template
- Reading a thermometer, cup or scale: Given 10 readings across a thermometer, measuring cup and scale, the student will read 8 of 10 correctly. Baseline: 3 of 10. Template
- Thermometer to the nearest 10 degrees: Given 10 thermometer pictures or a real thermometer, the student will read the temperature to the nearest 10 degrees for 9 of 10. Baseline: 4 of 10. Template
- Temperatures to the degree, including below zero: Given 10 thermometer readings, the student will read each to the degree for 8 of 10. Baseline: 3 of 10. Template
- Grams and kilograms: Given 10 objects and a digital scale, the student will estimate each weight, then weigh it and record both for 8 of 10. Baseline: 2 of 10. Template
- Liquid to the line: Given a measuring cup and 8 stated amounts, the student will pour each to the line at eye level on 7 of 8 opportunities. Baseline: 3 of 8. Template
Weak: "The student will use measuring tools." Measurable: the choosing goal, which turns tool knowledge into 10 scored decisions.
Goals for converting and computing with measurements
- Converting within a system: Given 10 conversions within customary or metric units, such as feet to inches, the student will convert 8 of 10 using a conversion chart. Baseline: 3 of 10. Template
- Adding and subtracting mixed units: Given 10 problems such as 3 ft 8 in plus 2 ft 6 in, the student will solve 7 of 10 with correct regrouping of units. Baseline: 1 of 10. Template
- Cups, pints, quarts and gallons: Given containers and water, the student will find how many cups fill a pint, quart and gallon on 5 of 6 opportunities. Baseline: 1 of 6. Template
- Metric and customary estimates: Given 10 items, the student will estimate between metric and customary units, such as a meter is a little more than a yard, for 8 of 10. Baseline: 3 of 10. Template
Weak: "The student will convert units." Measurable: the mixed units goal, which names the problem type and the regrouping that makes it hard.
Goals for measuring on the job and in the kitchen
- Weighing packages: Given 10 packages and a shipping scale, the student will weigh and record each weight to the tenth of a pound for 10 of 10. Baseline: 6 of 10. Template
- Recipe amounts: Given a recipe and cups and spoons, the student will measure each ingredient, completing 8 of 8 steps on 3 of 4 recipes. Baseline: 4 of 8 steps. Template
- Kitchen scale: Given a recipe in grams and a kitchen scale, the student will weigh each ingredient within 5 grams, completing 6 of 6 steps. Baseline: 2 of 6 steps. Template
- Teaspoons, tablespoons and cups: Given 10 recipe conversions, the student will convert 8 of 10 using a chart. Baseline: 2 of 10. Template
Weak: "The student will measure at work." Measurable: the package goal, which names the tool, the precision and the count. More job math is on functional math goals for high school.
How to measure measurement goals
Write the tolerance at the top of the data sheet, such as "within 1/8 inch" or "within 5 grams." Make an answer key by measuring each object yourself twice. Score percent accuracy for item sets, opportunities for comparing and pouring, and task analysis for job steps. Weekly probes graphed over time show whether instruction is working.[2]
| Goal type | Method | Data sheet | How often |
|---|---|---|---|
| Ruler, tape, scales, conversions | Percent accuracy | Accuracy data sheet | Weekly |
| Comparing, ordering, pouring | Opportunities | Opportunity data sheet | 2 times a week |
| Measure and mark, recipes | Task analysis | Task analysis data sheet | Each task |
Add an error code for ruler goals: Z for not starting at zero, F for misreading a fraction mark, C for counting marks instead of reading the number. The codes tell you what to reteach next.
Short-term objectives for ruler goals
- By the first report, given lines up to 12 inches, the student will measure to the nearest inch for 9 of 10.
- By the second report, the student will measure to the nearest half inch for 8 of 10.
- By the annual review, the student will measure to the nearest quarter inch for 8 of 10.
Adapting measurement goals by grade and support level
| Grade or setting | Typical target | Supports | Example criterion |
|---|---|---|---|
| K to 2 | Comparing, nonstandard units, inches | Cubes, rulers with only whole inches | 8 of 10 opportunities |
| Grades 3 to 5 | Half and quarter inch, centimeters, liquid volume | Ruler with color-coded marks | 8 of 10 measurements |
| Middle school | Eighth inch, conversions, mixed units | Conversion chart | 7 of 10 problems |
| High school and transition | Tape measure, scales, recipes, job tasks | Real tools and materials | 7 of 7 steps on 4 of 5 |
Templates are on the measurement, time and money goals page. For area, perimeter and volume, see geometry IEP goals. For time, see telling time IEP goals. Run each draft through the goal checker.
Frequently asked questions
What precision should a ruler goal target?
Set it from the baseline and the student's use. Grade 3 standards often expect the nearest half and quarter inch. Job tasks such as carpentry may need eighths. A student in a life skills kitchen may only need cups and spoons.
Why does my student get measurements off by one inch?
Usually the student starts at the end of the ruler instead of the zero mark, or counts the marks instead of reading the number at the end. Teach lining up zero first and add a Z error code to your data sheet to track it.
Can measurement goals be functional?
Yes. Measuring recipe amounts, weighing packages, reading a thermometer for food safety and checking whether furniture fits are all measurement. Write them with real tools in the condition and score them as steps or items correct.
Use it in IEP Atlas
- Measurement, time and money goals (math)
- Math IEP goals
- Percent accuracy measurement guide
- Accuracy data sheet
- IEP goal checker
Related guides
- IEP goals for math: calculation, problem solving and functional math
- Telling time and elapsed time IEP goals
- IEP goals for geometry, area and perimeter
- Functional math IEP goal examples for high school
- Teaching time and elapsed time in special education
- IEP goals for calendar skills, with activities
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.