Tell how many objects under a lifted cup
When to use this goal
For young students who count every set, even 2, and are ready to start seeing small amounts at once. Present levels show reliable counting to 3; age does not decide fit. Real objects come before dot cards.
- Baseline
- Give 10 quick looks and record whether the student answered without visible counting. Score an item correct only when the number is right and the student did not count aloud or point.
- Tips
- Make it a game: hide, peek, guess. Keep the look short (about 2 seconds) so counting is not possible. Extend to 4 and 5 in dice patterns once 1 to 3 are secure (ma-ns-009).
- Limits
- Timing by hand is rough; aim for consistency. Students with vision needs may need larger objects or touch-based versions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-011.
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Goal
By the annual IEP review date, given 10 quick looks at 1 to 3 objects under a cup that an adult lifts and lowers, the student will independently say, sign or show with fingers how many objects were under the cup without counting with at least 80% accuracy on quick looks, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 30% 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. Opportunity (trial) recording 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 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
- 30% accuracy.
- Annual goal373 characters
- By the annual IEP review date, given 10 quick looks at 1 to 3 objects under a cup that an adult lifts and lowers, the student will independently say, sign or show with fingers how many objects were under the cup without counting with at least 80% accuracy on quick looks, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 quick looks at 1 to 3 objects under a cup that an adult lifts and lowers
- Behavior
- The student will independently say, sign or show with fingers how many objects were under the cup without counting
- Criteria
- With at least 80% accuracy on quick looks, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on quick looks
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 quick looks at 1 to 3 objects under a cup that an adult lifts and lowers, the student will independently say, sign or show with fingers how many objects were under the cup without counting with at least 80% accuracy on quick looks, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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.