Find and describe number patterns on a hundreds chart
When to use this goal
For students who count by ones but do not see that moving down a column adds 10, which slows mental math and place value. Present levels in reading numbers to 100 decide readiness.
- Baseline
- Use a chart with a few numbers covered and ask for them; a student who counts from 1 to find a covered number has not yet found the row and column pattern. Score skip-count coloring and missing-number items separately.
- Tips
- Hundreds-chart puzzles (a piece of the chart with one number given) are a quick daily warm-up. This feeds the mental math of adding 10 in the addition skill.
- Limits
- Patterns on the chart are tied to its layout; check that the student can add 10 without the chart later. Does not measure skip counting aloud.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-dat-006.
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Goal
By the annual IEP review date, given a hundreds chart and a direction such as "color every number you say when you count by 5s", the student will color the numbers that fit the rule and state the pattern they make independently with at least 90% accuracy on chart items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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 Patterns, Data & Graphs.
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 - Patterns, Data & Graphs
- Baseline
- 40% accuracy.
- Annual goal363 characters
- By the annual IEP review date, given a hundreds chart and a direction such as "color every number you say when you count by 5s", the student will color the numbers that fit the rule and state the pattern they make independently with at least 90% accuracy on chart items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a hundreds chart and a direction such as "color every number you say when you count by 5s"
- Behavior
- The student will color the numbers that fit the rule and state the pattern they make independently
- Criteria
- With at least 90% accuracy on chart items, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on chart items
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a hundreds chart and a direction such as "color every number you say when you count by 5s", the student will color the numbers that fit the rule and state the pattern they make independently with at least 90% accuracy on chart items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.