Group objects into tens and ones and name the number
When to use this goal
For students who count large sets by ones, lose count, and do not yet see a two-digit number as tens and ones. Use this before the expanded-form template when present levels show the student needs concrete grouping first.
- Baseline
- Give five sets of different sizes and watch the process: does the student make groups of exactly ten, count the groups as tens (10, 20, 30) or as ones (1, 2, 3), and add on the leftovers? Score a set correct only when the grouping and the stated total are both right.
- Tips
- Use objects that bundle naturally (straws with rubber bands, linking cubes). Ask "how many tens?" and "how many ones?" before "how many altogether?" so the structure is explicit.
- Limits
- Concrete grouping does not guarantee the student can read or write the two-digit number; pair with the expanded-form or numeral-writing templates as needed. Requires direct observation of the process.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-021.
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Goal
By the annual IEP review date, given a loose set of 20 to 60 counters, straws or cubes, the student will bundle the objects into groups of ten, count the tens and ones, and state the total independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 5 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
- 1 of 5 opportunities.
- Annual goal354 characters
- By the annual IEP review date, given a loose set of 20 to 60 counters, straws or cubes, the student will bundle the objects into groups of ten, count the tens and ones, and state the total independently in at least 4 of 5 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 a loose set of 20 to 60 counters, straws or cubes
- Behavior
- The student will bundle the objects into groups of ten, count the tens and ones, and state the total independently
- Criteria
- In at least 4 of 5 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 4 of 5 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 a loose set of 20 to 60 counters, straws or cubes, the student will bundle the objects into groups of ten, count the tens and ones, and state the total independently in at least 4 of 5 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.