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Learning Standard
4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n � a)/(n � b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Target IEP Goal
By (date), when given exercises with equivalent fractions, the student will identify equivalent fractions, improving number and operations?fractions 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.
IEP Goal Objectives
1
Plot Equivalent Fractions on Number Lines
By (date), when given exercises with equivalent fractions, the student will plot equivalent fractions on number lines, improving number and operations?fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
1
2
Plot Fractions on Number Lines
By (date), when given exercises with fractions on number lines, the student will plot fractions on number lines, improving number and operations?fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
1
3
Graph Fractions Less Than 1 on Number Lines
By (date), when given exercises with fractions on number lines, the student will graph fractions less than 1 on number lines, improving number and operations?fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
1
4
Plot Unit Fractions on Number Lines
By (date), when given exercises with fractions on number lines, the student will plot unit fractions on number lines, improving number and operations?fractions skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
1
