Give the amount asked for in pretend play
When to use this goal
For young students who count a set that is in front of them but cannot make a set of a given size from a larger supply. Present levels in one-to-one counting, not age, decide fit. Pretend play keeps the task meaningful.
- Baseline
- Make six requests across play sessions and record whether the student stopped at the right number, grabbed a handful, or gave all items. Grabbing a handful usually means the student has not linked the requested number to a count yet.
- Tips
- Embed requests naturally in play and ask peers to make requests too. Vary the number asked for so the student cannot guess. Accept the right number even if the student counts aloud slowly.
- Limits
- Play sessions vary in length, so plan the six requests ahead. The number-sense template ma-ns-025 covers the table version for larger amounts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-009.
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Goal
By the annual IEP review date, during pretend store or kitchen play, when a peer or adult asks for 1 to 5 items, the student will count out and hand over the number of items asked for, stopping at that number independently in at least 5 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Early Numeracy & Counting.
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 - Early Numeracy & Counting
- Baseline
- 1 of 6 opportunities.
- Annual goal358 characters
- By the annual IEP review date, during pretend store or kitchen play, when a peer or adult asks for 1 to 5 items, the student will count out and hand over the number of items asked for, stopping at that number independently in at least 5 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During pretend store or kitchen play, when a peer or adult asks for 1 to 5 items
- Behavior
- The student will count out and hand over the number of items asked for, stopping at that number independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during pretend store or kitchen play, when a peer or adult asks for 1 to 5 items, the student will count out and hand over the number of items asked for, stopping at that number independently in at least 5 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.