Name $1, $5, $10 and $20 bills
When to use this goal
For students who know coins but not paper money, or who think a bill's value depends on its size (all U.S. bills are the same size). Present levels in reading numbers to 100 decide readiness.
- Baseline
- Use real bills or realistic play money. Record confusions between $10 and $20.
- Tips
- Teach the corner numbers as the reliable cue. Students with visual impairment may use a bill-folding system or a money-reader app.
- Limits
- Play money can differ from real bills; check with real ones before mastery.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-mtm-036.
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Goal
By the annual IEP review date, given real or play $1, $5, $10 and $20 bills shown one at a time, the student will name each bill and point to the number that shows its value independently with at least 95% accuracy on bills identified, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 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 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
- 40% accuracy.
- Annual goal331 characters
- By the annual IEP review date, given real or play $1, $5, $10 and $20 bills shown one at a time, the student will name each bill and point to the number that shows its value independently with at least 95% accuracy on bills identified, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given real or play $1, $5, $10 and $20 bills shown one at a time
- Behavior
- The student will name each bill and point to the number that shows its value independently
- Criteria
- With at least 95% accuracy on bills identified, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 95% accuracy on bills identified
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given real or play $1, $5, $10 and $20 bills shown one at a time, the student will name each bill and point to the number that shows its value independently with at least 95% accuracy on bills identified, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 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.