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Special Education Teaching Resources and IEP Goal Bank | TeachTastic

Learning Standard

1.NBT.C.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Special Education Teaching Resources and IEP Goal Bank | TeachTastic

Target IEP Goal

By (date), when given exercises with addition, two digits, the student will add a multiple of ten to a 2-digit number, improving number and operations in base ten skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.

Teach Tastic IEP goals written to be SMART: Specific, Measurable, Attainable, Results-Oriented, and Time-Bound.

Special Education Teaching Resources and IEP Goal Bank | TeachTastic

IEP Goal Objectives

1

Add Using Models to Represent a Multiple of Ten and A Two-Digit Number

By (date), when given exercises with addition, two digits, the student will add using models to represent a multiple of ten and a two-digit number, improving number and operations in base ten skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.

2

Use Models to Add a Multiple of Ten and a One-Digit Number

By (date), when given exercises with addition, two digits, the student will use models to add a multiple of ten and a one-digit number, improving number and operations in base ten skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.

3

Represent Numbers as Tens and Ones

By (date), when given exercises with place value, the student will represent numbers as tens and ones, improving number and operations in base ten skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.

4

Represent Numbers as Tens and Ones (up to 20)

By (date), when given exercises with place value, the student will represent numbers as tens and ones (up to 20), improving number and operations in base ten skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.

Teaching Resources