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Algebra & Equations IEP goals

Algebra goals cover work with variables: simplifying expressions, solving one-step, two-step, and multi-step equations, solving inequalities, and writing and graphing linear functions. Good goals name the problem type, the tools allowed (calculator, formula sheet, worked example), and whether the student shows each step. Measure solved problems with accuracy, written setups and explanations with a rubric, and multi-step routines such as graphing calculator steps with a task analysis.

45 templates · How we write and review goals

Sample algebra & equations goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • 6-8, 9-12Percent accuracy

    Translate word phrases into algebraic expressions

    Variables and expressions

    By the annual IEP review date, given 10 word phrases that use one operation and one unknown (such as 7 more than a number), the student will write an algebraic expression with a variable for each phrase independently with at least 80% accuracy on word phrases, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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  • 6-8, 9-12Percent accuracy

    Combine like terms to simplify expressions

    Variables and expressions

    By the annual IEP review date, given 10 expressions with 3 to 5 terms using one variable and constants, the student will circle or color like terms and write the simplified expression independently with at least 85% accuracy on expressions to simplify, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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  • 6-8Percent accuracy

    Build and simplify expressions with algebra tiles

    Variables and expressions

    By the annual IEP review date, given algebra tiles, a work mat and 8 expressions with one variable and constants, the student will build each expression with tiles, group like tiles, remove zero pairs, and write the simplified expression independently with at least 75% accuracy on tile expressions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • 6-8, 9-12Percent accuracy

    Expand expressions with the distributive property

    Variables and expressions

    By the annual IEP review date, given 10 expressions of the form a number times a sum or difference in parentheses, with whole numbers, the student will draw arrows from the outside factor to each inside term and write the expanded expression independently with at least 85% accuracy on distributive property expressions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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  • 6-8Percent accuracy

    Evaluate numeric expressions with exponents and grouping

    Order of operations

    By the annual IEP review date, given 10 numeric expressions with 3 to 4 operations including parentheses and one exponent, the student will underline the operation done first, rewrite the expression after each operation, and write the value independently with at least 80% accuracy on numeric expressions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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  • 6-8Task-analysis steps

    Solve equations on a balance model

    One- and two-step equations

    By the annual IEP review date, given a pan balance or a balance mat with algebra tiles and an equation with one unknown, the student will solve the equation on the balance model and write each step in symbols, performing at least 6 of 7 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.

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  • 6-8, 9-12Percent accuracy

    Solve one-step equations with decimals and money

    One- and two-step equations

    By the annual IEP review date, given 10 one-step equations with decimal values, including money amounts, and a calculator, the student will write the inverse operation, use the calculator to find the value, and write the solution with its units independently with at least 80% accuracy on decimal equations, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.

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  • 6-8, 9-12Task-analysis steps

    Solve equations using an undo-steps checklist

    One- and two-step equations

    By the annual IEP review date, given an equation with a coefficient and a constant on one side (such as 3x + 7 = 22) and a printed undo-steps checklist, the student will solve the equation by working through each item on the undo-steps checklist, performing at least 7 of 8 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.

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  • 6-8Percent accuracy

    Write an equation for a one-step word problem

    Writing equations from word problems

    By the annual IEP review date, given 8 one-step word problems with one unknown, read aloud if needed, the student will write a let statement for the unknown and an equation that matches the problem independently with at least 75% accuracy on word problem equations, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.

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  • 6-8, 9-12Rubric score

    Set up and solve two-step word problems

    Writing equations from word problems

    By the annual IEP review date, given a two-step word problem with a starting amount and a rate, and a problem-solving organizer, the student will define the variable, write an equation that models the problem, solve it, and write the answer in a sentence with units independently, earning a score of at least 9 out of 12 on a 4-row equation setup rubric scored 0 to 3 per row, on 3 of 4 consecutive scored problems, as measured by a defined scoring rubric collected every two weeks.

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  • 6-8, 9-12Percent accuracy

    Write an inequality from a situation

    Inequalities

    By the annual IEP review date, given 10 short situations with limits (such as you must be at least 48 inches tall to ride), the student will write an inequality with a variable and the correct symbol for each situation independently with at least 80% accuracy on situation inequalities, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.

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  • 6-8Percent accuracy

    Graph inequalities on a number line

    Inequalities

    By the annual IEP review date, given 10 inequalities with a variable on the left and a number line for each, the student will draw an open or closed circle at the boundary and shade or draw an arrow in the correct direction independently with at least 90% accuracy on inequality graphs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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33 more algebra & equations templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What algebra & equations involves

  • Writing and simplifying expressions with variables, including combining like terms
  • Solving one-step, two-step, and multi-step equations and checking the answer by substitution
  • Solving inequalities and graphing them on a number line
  • Writing an equation from a word problem and solving it
  • Finding slope, reading function tables, and graphing linear functions
  • Using graphing calculator steps to solve or check systems of equations

Baseline and measurement considerations

  • Build a baseline from a short probe of 8 to 10 problems of one type, scored as percent correct of problems attempted.
  • Keep the problem type fixed across probes (for example, two-step equations with integers) so changes in accuracy reflect the skill, not harder items.
  • Use a rubric when the goal is setting up or explaining: for example, correct equation from the words, inverse operations in order, answer checked and stated in context.
  • Score calculator or graphing routines as a task analysis, step by step, on a set problem.
  • The math teacher or co-teacher collects probes every one to two weeks; class work can count if the conditions match the goal.

Progress-monitoring methods used in these templates

  • Curriculum-based measurement: Brief, standardized probes given at regular intervals and scored the same way each time.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.
  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.
  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.
  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.

Common mistakes when writing algebra & equations goals

  • Writing "will improve algebra skills" or "will understand equations" instead of naming the problem type and the response.
  • Using a unit test as the measure, which mixes many skills and changes every unit.
  • Leaving out the tools allowed, so a calculator day and a no-calculator day are scored as the same task.
  • Setting a multi-step equation goal when the baseline shows integer operations are still the barrier.
  • Using accuracy alone when the need is setting up the equation from words; a rubric shows the setup.

Frequently asked questions

How do I write an IEP goal for solving equations?

Name the equation type (one-step, two-step, variables on both sides), the numbers used, and the supports. For example: given 10 two-step equations with integers and a step checklist, the student will solve and check each one with at least 80% accuracy on biweekly probes. Base the target on a baseline probe of the same problem type.

What is a good algebra goal for high school?

Writing and solving a linear equation from a word problem is a strong high school goal because it links to course work and real problems like phone plans or hourly pay. Score it with a rubric for setup, solution, and answer in context. Graphing linear functions and reading slope from a graph also fit.

Can a student use a calculator on an algebra goal?

If the goal is solving or setting up equations, a calculator for the arithmetic often lets the student show the algebra. Name the calculator in the condition so the data are clear, and write a separate goal if fact fluency is also a need.

How often should I collect data on algebra goals?

Every one to two weeks works for most algebra goals. Short probes of one problem type give cleaner data than chapter tests, and a few data points show whether instruction needs to change.

References

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