Show a number with fingers
When to use this goal
For students who count objects but cannot show a quantity on their fingers, which they will need for counting on and early adding. Present levels in counting to 10 decide the range. For students whose hand use makes finger patterns hard, a bead rack or dot card works the same way.
- Baseline
- Record whether each number was shown at once or built finger by finger. Numbers to 5 on one hand usually come first, then 5 and some more on two hands.
- Tips
- Accept any consistent finger pattern the student uses. Pair with counting-on teaching once 1 to 10 are reliable.
- Limits
- Not suitable as written for students with limited finger movement; change the response to a bead rack or dot card instead. Finger patterns are a stepping stone, not an end goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-028.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when an adult says or shows a number from 1 to 10 and asks the student to show it on their fingers, the student will independently raise the matching number of fingers at once, without raising each finger one at a time in at least 5 of 6 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 6 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 6 opportunities.
- Annual goal378 characters
- By the annual IEP review date, when an adult says or shows a number from 1 to 10 and asks the student to show it on their fingers, the student will independently raise the matching number of fingers at once, without raising each finger one at a time in at least 5 of 6 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult says or shows a number from 1 to 10 and asks the student to show it on their fingers
- Behavior
- The student will independently raise the matching number of fingers at once, without raising each finger one at a time
- Criteria
- In at least 5 of 6 trials, across 3 consecutive 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 5 of 6 trials
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult says or shows a number from 1 to 10 and asks the student to show it on their fingers, the student will independently raise the matching number of fingers at once, without raising each finger one at a time in at least 5 of 6 trials, across 3 consecutive 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 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.