Read and write numbers to 100,000 in standard and word form
When to use this goal
For students who handle numbers to 1,000 but misread larger numbers, drop zeros, or cannot write a number that is said aloud. Present levels in place value with three-digit numbers should be secure first.
- Baseline
- Dictate numbers with zeros in different places (for example, forty thousand six, twelve thousand three hundred) because dropped or extra zeros are the main error. Score reading and writing separately; many students read better than they write.
- Tips
- Use numbers the student meets in real contexts (populations, prices of cars, game scores) to keep the task meaningful. The chart support can be faded by leaving the chart blank first, then removing it.
- Limits
- Reading and writing large numbers is a notation skill; it does not show magnitude sense for large numbers. Period names vary in some curricula; match the words the classroom uses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-018.
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Goal
By the annual IEP review date, given 10 numbers within 100,000 read aloud by the teacher, the student will write each number in standard form with digits in the correct places independently with at least 85% accuracy on numbers read or written, 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 goal337 characters
- By the annual IEP review date, given 10 numbers within 100,000 read aloud by the teacher, the student will write each number in standard form with digits in the correct places independently with at least 85% accuracy on numbers read or written, 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 numbers within 100,000 read aloud by the teacher
- Behavior
- The student will write each number in standard form with digits in the correct places independently
- Criteria
- With at least 85% accuracy on numbers read or written, 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 85% accuracy on numbers read or written
- 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 numbers within 100,000 read aloud by the teacher, the student will write each number in standard form with digits in the correct places independently with at least 85% accuracy on numbers read or written, 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.