Add and subtract using counting points on numerals
When to use this goal
For students who cannot hold a count in their head and need a fixed visual method to add and subtract single digits, including older students who have not reached recall and need a reliable way to compute. Present levels in counting to 20 and numeral naming decide readiness.
- Baseline
- Watch the student solve a few problems and record where errors happen: missing a point, counting a point twice, or not starting from the larger number. Score addition and subtraction separately at first.
- Tips
- Counting points give a dependable method for students whose memory for facts is very limited, and they carry over to multi-digit work. Plan for when and whether to fade them; for some students they remain a lasting accommodation.
- Limits
- A counting method is slower than recall and is not a fact fluency goal. Students who can learn facts by strategy may be better served by a strategy goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-as-024.
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Goal
By the annual IEP review date, given 10 single-digit addition and subtraction problems written with counting points drawn on each numeral, the student will touch and count the points to add, or count back on the points to subtract, and write each answer independently with at least 90% accuracy on single-digit problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Baseline: 40% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Addition & Subtraction.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Math - Addition & Subtraction
- Baseline
- 40% accuracy.
- Annual goal404 characters
- By the annual IEP review date, given 10 single-digit addition and subtraction problems written with counting points drawn on each numeral, the student will touch and count the points to add, or count back on the points to subtract, and write each answer independently with at least 90% accuracy on single-digit problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 single-digit addition and subtraction problems written with counting points drawn on each numeral
- Behavior
- The student will touch and count the points to add, or count back on the points to subtract, and write each answer independently
- Criteria
- With at least 90% accuracy on single-digit problems, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on single-digit problems
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 single-digit addition and subtraction problems written with counting points drawn on each numeral, the student will touch and count the points to add, or count back on the points to subtract, and write each answer independently with at least 90% accuracy on single-digit problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.