Pair up two sets to check if equal
When to use this goal
For students who judge which set has more by how long or spread out it looks. Present levels in one-to-one counting, not grade, decide fit.
- Baseline
- Include several pairs where the longer row has fewer items. Record whether the student used a strategy (matching or counting) or judged by looks.
- Tips
- Use real objects first. The same word is often the hardest; include equal pairs on every probe.
- Limits
- Choice of answers allows some guessing. Does not measure comparing numerals without objects.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-en-021.
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Goal
By the annual IEP review date, given 10 pairs of sets of 3 to 10 objects, some arranged so the longer row has fewer items, the student will match the items one to one or count both sets and say whether they are the same or which has more independently with at least 90% accuracy on set comparisons, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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. 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
- 40% accuracy.
- Annual goal400 characters
- By the annual IEP review date, given 10 pairs of sets of 3 to 10 objects, some arranged so the longer row has fewer items, the student will match the items one to one or count both sets and say whether they are the same or which has more independently with at least 90% accuracy on set comparisons, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 pairs of sets of 3 to 10 objects, some arranged so the longer row has fewer items
- Behavior
- The student will match the items one to one or count both sets and say whether they are the same or which has more independently
- Criteria
- With at least 90% accuracy on set comparisons, 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 90% accuracy on set comparisons
- 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 pairs of sets of 3 to 10 objects, some arranged so the longer row has fewer items, the student will match the items one to one or count both sets and say whether they are the same or which has more independently with at least 90% accuracy on set comparisons, 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.