Creating an account also allows you to see alignment to Common Core standards and Universal Design for Learning, adapted goals for varying levels of support, and related staircase goals by grade.
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By (date) when given flashcards that show (3) different sized representations (e.g. small, medium, large) of (4) shapes (squares, circles, triangles, rectangles), (name) will verbally name each shape scoring (12/12) correctly named shapes in (2 out of 3) shape naming activities.
Given a set of (4) plane shapes (square, triangle, rectangle, circle) and (4) solid figures (cube, cone, cylinder, rectangular prism), (name) will verbally name the shape and identify it out loud as being a "flat shape" or a "3-D solid figure" with (75% accuracy) or (6/8) correct responses on (4 out of 5) activities.
By (date), after viewing and talking about a shape with the teacher (e.g. “Notice how this circle has no points or sides, it goes around the entire way.”), given (2) choices of shape parts (e.g. 2 halves of a circle, 4 quarters of a square), and prompted by the teacher (e.g. “Point to the pieces that can make the circle.”), (name) will point to the correct shape parts, in (4 of 5) shape-selection tasks.
By (date), when given (10) picture problems that show (2) shapes (circle, rectangle) and a number of equal parts, (name) will correctly draw lines to divide each shape into the appropriate amount of equal parts and circle the term that corresponds to that amount of parts (i.e. halves, fourths, quarters), answering (8/10) problems correctly in (4 out of 5) activities.
By (date), after viewing and talking about a shape with the teacher (e.g. “Notice how this circle has no points or sides, it goes around the entire way.”), given (2) choices of shape parts (e.g. 2 halves of a circle, 4 quarters of a square), and prompted by the teacher (e.g. “Point to the pieces that can make the circle.”), (name) will point to the correct shape parts, in (4 of 5) shape-selection tasks.
By (date), when given (10) picture problems that show (2) shapes (circle, rectangle) and a number of equal parts, (name) will correctly draw lines to divide each shape into the appropriate amount of equal parts and circle the term that corresponds to that amount of parts (i.e. halves, fourths, quarters), answering (8/10) problems correctly in (4 out of 5) activities.
By (date), after viewing and talking about a shape with the teacher (e.g. “Notice how this circle has no points or sides, it goes around the entire way.”), given (2) choices of shape parts (e.g. 2 halves of a circle, 4 quarters of a square), and prompted by the teacher (e.g. “Point to the pieces that can make the circle.”), (name) will point to the correct shape parts, in (4 of 5) shape-selection tasks.