Compare two sets and say which has more
When to use this goal
For students who can count but judge more or fewer by how spread out a set looks, or who do not yet use the words more, fewer and same. Present levels in counting and in receptive vocabulary decide the set sizes and response mode.
- Baseline
- Include pairs where the smaller set is spread out and the larger set is bunched, and pairs that are equal. Record which question type (more, fewer, same) is missed; fewer is usually harder than more, and same is often ignored.
- Tips
- Alternate the question words so the student cannot answer by always picking the bigger-looking pile. For students using AAC, program more, fewer and same on the device and count a selection as a response.
- Limits
- Does not measure comparison of written numerals; see the whole-number comparison template for that. Ten opportunities per session is a modest sample, so look at the trend across sessions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-010.
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Goal
By the annual IEP review date, given two sets of 1 to 10 objects placed side by side, the student will say or point to the set that has more, the set that has fewer, or state that the sets are the same independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 3 of 10 opportunities.
- 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. Opportunities 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 opportunities 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
- 3 of 10 opportunities.
- Annual goal368 characters
- By the annual IEP review date, given two sets of 1 to 10 objects placed side by side, the student will say or point to the set that has more, the set that has fewer, or state that the sets are the same independently in at least 8 of 10 opportunities, 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 two sets of 1 to 10 objects placed side by side
- Behavior
- The student will say or point to the set that has more, the set that has fewer, or state that the sets are the same independently
- Criteria
- In at least 8 of 10 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- 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 two sets of 1 to 10 objects placed side by side, the student will say or point to the set that has more, the set that has fewer, or state that the sets are the same independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.