Compare two amounts of money and say which is more
When to use this goal
For students who judge amounts by the number of coins (five pennies beats one quarter) or by the digits alone. Present levels in counting mixed coins and in comparing decimals decide the formats.
- Baseline
- Two-choice items make chance about 50%, so use enough pairs and build in the trap items: more coins but less value, and amounts like $2.50 versus $2.05. Require the student to count aloud so you can see the method.
- Tips
- The enough-or-not-enough decision is the most useful real form and is the bridge to purchasing goals in functional skills. Set the target high because of the chance level.
- Limits
- Comparison does not include making change or finding a total for several items. Guessing inflates scores; look at the trap items.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-014.
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Goal
By the annual IEP review date, given 10 pairs of coin and bill sets, each totaling less than $5.00, the student will count each set and state which is worth more independently with at least 90% accuracy on money comparisons, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal342 characters
- By the annual IEP review date, given 10 pairs of coin and bill sets, each totaling less than $5.00, the student will count each set and state which is worth more independently with at least 90% accuracy on money comparisons, 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 10 pairs of coin and bill sets, each totaling less than $5.00
- Behavior
- The student will count each set and state which is worth more independently
- Criteria
- With at least 90% accuracy on money comparisons, 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 money comparisons
- 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 10 pairs of coin and bill sets, each totaling less than $5.00, the student will count each set and state which is worth more independently with at least 90% accuracy on money comparisons, 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.