Match identical numerals
When to use this goal
For students at the very start of numeral work, including students with significant support needs who are not yet naming or pointing to named numerals. Matching shows the student attends to the shape of the numeral; it comes before naming.
- Baseline
- Rotate positions every trial and record which numerals are confused (6 and 9, 2 and 5 are common). Note whether the student scans all choices before placing.
- Tips
- Use the same font as the student's classroom materials. Once matching is steady, say the numeral name at each match so the step to receptive identification is short.
- Limits
- Matching is a visual skill and does not show number meaning. Students who match well should move quickly to naming or selecting named numerals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-030.
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Goal
By the annual IEP review date, given a numeral card from 0 to 9 and a field of 3 numeral cards, one of which matches, the student will place the numeral card on the matching numeral independently with at least 90% accuracy on numeral matches, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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. Opportunity (trial) recording 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 goal344 characters
- By the annual IEP review date, given a numeral card from 0 to 9 and a field of 3 numeral cards, one of which matches, the student will place the numeral card on the matching numeral independently with at least 90% accuracy on numeral matches, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a numeral card from 0 to 9 and a field of 3 numeral cards, one of which matches
- Behavior
- The student will place the numeral card on the matching numeral independently
- Criteria
- With at least 90% accuracy on numeral matches, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on numeral matches
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a numeral card from 0 to 9 and a field of 3 numeral cards, one of which matches, the student will place the numeral card on the matching numeral independently with at least 90% accuracy on numeral matches, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
| 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.