Count a set of like coins
When to use this goal
For students who name coins but count every coin as one cent, or who cannot skip count by the coin's value. Present levels in skip counting by 5s, 10s and 25s decide which coins to include.
- Baseline
- Probe each coin type separately with 3 to 5 sets. Pennies and dimes are usually first because they match counting by 1s and 10s; quarters depend on counting by 25s, which many students have not practiced.
- Tips
- Touch-and-count keeps the student from losing track. Writing the total with the cent sign adds the notation piece; drop it if writing is a barrier and accept spoken totals.
- Limits
- Like-coin sets are a stepping stone; mixed coins are the real-world need and come next. Does not include bills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-011.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given sets of up to 10 of one coin type (pennies, nickels, dimes or quarters), the student will count the coins by the correct value and state the total in cents independently with at least 90% accuracy on coin sets, across 3 consecutive data collection 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 Measurement, Time & Money.
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 - Measurement, Time & Money
- Baseline
- 30% accuracy.
- Annual goal365 characters
- By the annual IEP review date, given sets of up to 10 of one coin type (pennies, nickels, dimes or quarters), the student will count the coins by the correct value and state the total in cents independently with at least 90% accuracy on coin sets, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given sets of up to 10 of one coin type (pennies, nickels, dimes or quarters)
- Behavior
- The student will count the coins by the correct value and state the total in cents independently
- Criteria
- With at least 90% accuracy on coin sets, across 3 consecutive data collection 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 coin sets
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given sets of up to 10 of one coin type (pennies, nickels, dimes or quarters), the student will count the coins by the correct value and state the total in cents independently with at least 90% accuracy on coin sets, across 3 consecutive data collection 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.