Read number words and match them to numerals
When to use this goal
For students who read numerals but stall on number words in word problems, directions and forms (for example, "draw seven circles"). Present levels in reading decide whether this belongs in a math goal or a sight-word goal; the number range comes from the student's numeral knowledge.
- Baseline
- Check the words one to ten, eleven to twenty, and the decade words separately; most errors cluster in the teens and in words like twelve and forty that do not follow the pattern. Record whether the student reads the word correctly but writes the wrong numeral, which points to a different need.
- Tips
- Useful alongside a word-problem goal when number words in the text are a barrier. The matching behavior suits students who cannot yet write numerals reliably.
- Limits
- Treats number words as a reading task; it does not build quantity sense. Spelling number words is a separate skill and is not measured here.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-012.
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Goal
By the annual IEP review date, given 10 printed number words from zero to twenty, the student will read each number word aloud and write the matching numeral independently with at least 90% accuracy on number words, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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. Work-sample analysis 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 goal308 characters
- By the annual IEP review date, given 10 printed number words from zero to twenty, the student will read each number word aloud and write the matching numeral independently with at least 90% accuracy on number words, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 printed number words from zero to twenty
- Behavior
- The student will read each number word aloud and write the matching numeral independently
- Criteria
- With at least 90% accuracy on number words, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 number words
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 printed number words from zero to twenty, the student will read each number word aloud and write the matching numeral independently with at least 90% accuracy on number words, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.