Name small quantities without counting
When to use this goal
For students who count every set from 1, even sets of 2 or 3, which slows later addition. Present levels should show reliable counting first; the range of instantly recognized quantities sets the target.
- Baseline
- Flash 10 cards and record both the answer and whether the student visibly counted (pointing, lip movement). Count a card as correct only when the number is said within about 2 seconds without counting. Quantities 1 to 3 are usually learned first; 4 to 6 depend on the arrangement.
- Tips
- Keep the exposure time fixed because a longer look turns the task into counting. Rotate between dice patterns, ten-frames and random arrangements once standard patterns are secure.
- Limits
- Timing by hand is approximate; a second adult or a slideshow with timed advances makes it more consistent. Recognizing patterns does not by itself show counting or comparing skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-009.
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Goal
By the annual IEP review date, given 10 dot cards or ten-frames showing 1 to 6 dots, each shown for about 2 seconds, the student will say the number of dots on each card before it is removed independently with at least 90% accuracy on flashed dot cards, 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 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
- 30% accuracy.
- Annual goal371 characters
- By the annual IEP review date, given 10 dot cards or ten-frames showing 1 to 6 dots, each shown for about 2 seconds, the student will say the number of dots on each card before it is removed independently with at least 90% accuracy on flashed dot cards, 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 dot cards or ten-frames showing 1 to 6 dots, each shown for about 2 seconds
- Behavior
- The student will say the number of dots on each card before it is removed independently
- Criteria
- With at least 90% accuracy on flashed dot cards, 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 flashed dot cards
- 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 dot cards or ten-frames showing 1 to 6 dots, each shown for about 2 seconds, the student will say the number of dots on each card before it is removed independently with at least 90% accuracy on flashed dot cards, 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.