Match a set of objects to the numeral
When to use this goal
For students who can count a set but cannot then find or produce the matching numeral, or who name numerals without linking them to amounts. Use the student's counting range from present levels to set the numeral range.
- Baseline
- Present 10 items that mix both directions (set to numeral and numeral to set) and record errors separately. A student who matches 1 to 5 but not 6 to 10 needs a narrower range at first. Note whether the student counts the set or guesses from its size.
- Tips
- Use real objects the student likes (snacks, blocks, toy cars) for younger students and keep the choice cards far apart in value at first (2, 5, 9) before using neighbors (5, 6, 7).
- Limits
- Choice formats allow some correct guesses, so use enough items and both directions before deciding on mastery. Does not measure numeral writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-008.
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Goal
By the annual IEP review date, given a set of 1 to 10 objects and a choice of three numeral cards, the student will select the numeral that matches the quantity independently with at least 90% accuracy on quantity-numeral matches, across 3 consecutive data collection 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 Number Sense.
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 - Number Sense
- Baseline
- 40% accuracy.
- Annual goal348 characters
- By the annual IEP review date, given a set of 1 to 10 objects and a choice of three numeral cards, the student will select the numeral that matches the quantity independently with at least 90% accuracy on quantity-numeral matches, 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 a set of 1 to 10 objects and a choice of three numeral cards
- Behavior
- The student will select the numeral that matches the quantity independently
- Criteria
- With at least 90% accuracy on quantity-numeral matches, 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 quantity-numeral matches
- 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 a set of 1 to 10 objects and a choice of three numeral cards, the student will select the numeral that matches the quantity independently with at least 90% accuracy on quantity-numeral matches, 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.