Elementary School Geometry and Fractions Goals

• Correctly name shapes regardless of their orientations or overall size. CCSS.MATH.CONTENT.K.G.A.2

• Ask the student the name of different shapes. In our PreK-2 assessment packet, we have pictures of shapes and a checklist so you can write down exactly which ones a student knows. Note that these are also pretty easy to make yourself. The free ones on this site or this one also get you pretty close.

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Juan knows the names of hearts and stars. He can point to circles and square. He does not yet know the names of other shapes.

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• Name will correctly name shapes regardless of their orientations or overall size, identifying hearts, circles, squares, stars, triangles, rectangles, and ovals with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.K.G.A.2

• Let the student choose, not name, the shapes.
• Change the shapes the student needs to identify. For example, remove heart and star.

• Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. CCSS.MATH.CONTENT.1.G.A.3

• First, make sure the student can identify shapes like circles and rectangles. There are no good standards for naming shapes in first– but this one can work for it! So figure out what shapes the student can name.
• Then, if they can do that, figure out if they can identify half of a shape. Page 22 onwards of this packet is really helpful as an assessment. It also asks students to divide circles and rectangles into halves.

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Manuel can name circles, squares, and hearts. He can point to triangles consistently and rectangles and ovals inconsistently. He is not yet able to consistently identify when a shape has been divided into halves or quarters.

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• Name will name shapes including circles and rectangles and identify when partitions of them show two equal shares with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.1.G.A.3
• Name will describe shares of circles and rectangles using the words halves and fourths with 80% accuracy as measured by teacher observations and records CCSS.MATH.CONTENT.1.G.A.3

• Make it harder: Have the student identify fourths as well as halves.
• Make it easier: Focus on choosing shape names.

• Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. CCSS.MATH.CONTENT.2.G.A.3

• Page 22 onwards of this packet is really helpful as an assessment for identifying equal parts and naming fractions. 

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Chloe can identify whether a shape has been divided into even section and, given two choices, identify whether a shape has been divided into halves or quarters. 

For more baseline ideas, check out the IEP Success Kit!

• Name will describe shares of circles and rectangles using the words halves, thirds, and fourths, and describe the whole as two halves, three thirds, four fourths with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.2.G.A.3

• Make it harder: Have the student identify fourths as well as halves.
• Make it easier: Focus on choosing shape names.

• Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. CCSS.MATH.CONTENT.3.G.A.2

• Page 22 onwards of this packet is really helpful as an assessment for identifying equal parts and naming fractions. 
• This packet is more advanced, but great for getting a baseline.

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Cameron can identify halves, thirds, and quarters when drawn on a shape. He needs teacher support to match images of fractions to their written form. 

For more baseline ideas, check out the IEP Success Kit!

• Name will express the area of an equal part as a unit fraction of the whole, matching visual representations of halves, thirds, and fourths to their written forms with 80% accuracy as measured by teacher records and observations  CCSS.MATH.CONTENT.3.G.A.2

• Make it harder: Have the student identify fifths as well. 
• Make it easier: Give the student access to notes or to manipulatives. Make it only halves and fourths.

• Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. CCSS.MATH.CONTENT.4.NF.A.2

• For students who are struggling with fractions start with  this packet is really helpful as an assessment for identifying equal parts and naming fractions or this packet
• For students who are working closer to grade level, these resources and this sheet are both good for baseline assessments.

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Given fraction blocks, Liam can identify which fraction is larger with 60% accuracy. Without fraction blocks, Liam will typically state that the fraction with bigger numbers, numerator or denominator, is bigger. 

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• Given fraction bars or strips, Name will compare two fractions with different numerators and different denominators using the symbols >, =, or < with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.4.NF.A.2

• Make it harder: Take away the manipulatives.
• Make it easier: Have the student choose the correct answer or specify which fractions the student will compare (like to tenths)

• Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) CCSS.MATH.CONTENT.5.NF.A.1

• Concept of fractions: For students who are struggling with fractions start with  this packet is really helpful as an assessment for identifying equal parts and naming fractions or this packet
• Comparing fractions: For students who are working closer to grade level, these resources and this sheet are both good for baseline assessments
• Adding fractions: Adding like fractions worksheets. Adding unlike fractions worksheet.

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Given fraction blocks, Linda can sort fractions to tenths from greatest to smallest and add like fractions. She needs teacher support to convert fractions to mixed numbers and to add unlike fractions.

For more baseline ideas, check out the IEP Success Kit!

• Given a multiplication table and fraction bars, Name will add and subtract fractions with unlike denominators (including mixed numbers) to tenths,  with 80% accuracy, as measured by teacher observations and records CCSS.MATH.CONTENT.5.NF.A.1

• Make it harder: Take away the manipulatives.
• Make it easier: Have the student choose the correct answer or specify which fractions the student will compare (like to fifths)