Order a set of numbers from least to greatest
When to use this goal
For students who compare two numbers correctly but lose track when ordering four or more, or who order by the first digit regardless of length. Present levels decide the number range; the same template works from numbers within 20 to numbers within 100,000.
- Baseline
- Score each set as one item, correct only when every number is in place. Include sets with a three-digit number that starts with 9 and a four-digit number that starts with 1 to see whether the student uses the number of digits. Sort errors into digit-count errors, same-leading-digit errors, and simple carelessness.
- Tips
- Alternate least-to-greatest and greatest-to-least directions once the first is reliable, and state which is used on the data sheet. The card version lets students who struggle with writing show the skill.
- Limits
- Ordering can be done by a procedure (count digits, compare left to right) without magnitude sense. Pair with a number line goal if estimation of size is also a need.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-016.
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Goal
By the annual IEP review date, given 10 sets of 4 to 5 numbers within 1,000, including numbers with different numbers of digits, the student will write the numbers in order from least to greatest independently with at least 80% accuracy on ordered sets, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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. 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
- 30% accuracy.
- Annual goal346 characters
- By the annual IEP review date, given 10 sets of 4 to 5 numbers within 1,000, including numbers with different numbers of digits, the student will write the numbers in order from least to greatest independently with at least 80% accuracy on ordered sets, 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 sets of 4 to 5 numbers within 1,000, including numbers with different numbers of digits
- Behavior
- The student will write the numbers in order from least to greatest independently
- Criteria
- With at least 80% accuracy on ordered sets, 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 80% accuracy on ordered sets
- 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 sets of 4 to 5 numbers within 1,000, including numbers with different numbers of digits, the student will write the numbers in order from least to greatest independently with at least 80% accuracy on ordered sets, 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.