Australia/UK

IEP Goals: Given a written scenario which tells about an item that can be purchased and how much it costs, STUDENT will decide if he/she has enough money to buy the item, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given an amount (British pound) and a purchase price, STUDENT will subtract to determine the difference, or amount of money left, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given an amount in pounds (UK), STUDENT will round up to the nearest pound with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given two items to compare in price (U.S. version), STUDENT will select the item which costs more or less with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given an amount in pounds (UK), STUDENT will round up to the nearest pound with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given up to nine pictures related to a topic or theme (vehicles), along with a partial sentence starter, STUDENT will choose the correct response card in order to complete the sentence, by saying or writing the response, or selecting the correct word card, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a picture containing two objects within the same category, STUDENT will determine if the two objects are the same or different, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given pictures of objects to count and a choice of up to three possible numbers, STUDENT will count the objects to determine "how many in all?", by clipping, marking, pointing to, or saying the correct number, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR

Given an activity to match by color and type, STUDENT will match each card, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a variety of reading strategies (matching, fill-in-the-blank) in order to learn new vocabulary related to a topic (transportation), STUDENT will complete each activity with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a variety of math strategies (addition, subtraction, counting) in order to reinforce recently taught basic math skills, STUDENT will complete each activity with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given lines to trace in a variety of widths and sizes, STUDENT will apply proper pressure and grasp of the writing utensil in order to trace each line from left to right or up and down, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given up to multiple (up to three types) objects within the same category, STUDENT will count each type of object in order to answer, "How many?" and write or say the total with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given two numbers (up to thousands) to add or subtract, STUDENT will use the strategy of rounding in order to estimate the correct sum or difference, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a number to round to the nearest 10, 100, or 1,000, STUDENT will clip, point to, say, or mark the correct number response with 80% accuracy, by MONTH, YEAR.

Given a number up from tens to thousands, STUDENT will round up to the nearest 10, 100, or 1,000, by marking the correct response with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a number in the ten, hundreds, and thousands, STUDENT will round the number to the nearest 10's or 100's by placing the correct number card or writing the number, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given an amount (British pound) and a purchase price, STUDENT will subtract to determine the difference, or amount of money left, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given a shape with parts shaded, STUDENT will choose the fraction represented out of a field of two written fractions, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given a shape with areas shaded, STUDENT will choose the correct fraction represented, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given (or up to # of )an addition or subtraction word problem in which the student must determine the operation, STUDENT will solve each problem, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given up to ____ (# of) word problems which include a starting time, an elapsed time, and an analog clock on which to solve the problem, STUDENT will write the correct time or increment of time, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a word problem to solve, STUDENT will read to determine the operation (addition/subtraction/multiply/divide) with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a word problem which requires multiplication or division to solve and find the product or quotient, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a word problem in which STUDENT must add or subtract, STUDENT will highlight key words (ex. how many altogether/how many are left), in order to determine the operation and solve, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a word problem in which STUDENT must add or subtract, STUDENT will independently read in order to solve the problem, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given a word problem to solve, STUDENT will read to determine the operation (addition/subtraction/multiply/divide) with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given two items to compare in price (U.S. version), STUDENT will select the item which costs more or less with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given a scenario (kitchen safety) and the opportunity to provide a solution to a problem (determine a safer way to cook or store food), STUDENT will write the answer or provide a verbal response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given an academic-based game to play (multiplication), STUDENT will provide ___(number) of correct responses out of ____(number of turns or attempts), with 80% accuracy, by MONTH, YEAR.

IEP Goals: Given fractions of quantities on a worksheet to complete during an independent math task used as review, STUDENT will say, write, or type the correct response with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a fraction to divide into a whole number (ex. 1/3 of 6), STUDENT will determine the correct quotient, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a fraction and a visual counting strategy by placing a picture with objects divided into sections in order to visually represent the equal parts, STUDENT will solve the fraction by counting the number of equal sections and providing a written or verbal response, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Given a worksheet containing up to six fractions of quantities, STUDENT will solve each problem and write the answer with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

Array

Given a problem to solve presented in question form (ex. "What is 1/2 of 8?"), STUDENT will solve each problem by providing the correct fraction, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.

IEP Goals: Given a problem to solve presented in question form (ex. "What is 1/2 of 8?"), STUDENT will solve each problem by providing the correct fraction, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.