Point to the group with more or less
When to use this goal
For young students who do not yet use more and less to compare groups in play and daily routines. Present levels in counting and receptive vocabulary, not age, decide fit. Start with groups that differ a lot.
- Baseline
- Give eight comparisons and record errors for more and less separately. Less is usually harder than more.
- Tips
- Use real choices (more crackers, more blocks) to make the question matter. Avoid groups where the bigger amount is spread out more widely until the student is ready (ma-en-021).
- Limits
- Choice formats allow some guessing; use enough opportunities. Does not measure comparing numerals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-020.
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Goal
By the annual IEP review date, during snack or play, given two groups of 1 to 5 items and the question "which has more?" or "which has less?", the student will point to or pick the group that has more or less as asked independently in at least 7 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 8 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
- 2 of 8 opportunities.
- Annual goal367 characters
- By the annual IEP review date, during snack or play, given two groups of 1 to 5 items and the question "which has more?" or "which has less?", the student will point to or pick the group that has more or less as asked independently in at least 7 of 8 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During snack or play, given two groups of 1 to 5 items and the question "which has more?" or "which has less?"
- Behavior
- The student will point to or pick the group that has more or less as asked independently
- Criteria
- In at least 7 of 8 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 7 of 8 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 snack or play, given two groups of 1 to 5 items and the question "which has more?" or "which has less?", the student will point to or pick the group that has more or less as asked independently in at least 7 of 8 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 | 7 | 8 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.