Find the missing part to make 10
When to use this goal
For students who know some ways to make 10 but still count all ten from 1 to find the missing part. Present levels in building numbers on a ten-frame decide readiness.
- Baseline
- Use all nine pairs in random order. Record whether the student counted the empty boxes or answered at once; answering at once on the hidden-counter version shows the pairs are known.
- Tips
- Make-10 pairs underpin the make-ten addition strategy and subtraction from teen numbers. The hidden-counter version is a good check that the pair is known without seeing the frame.
- Limits
- Measures pairs of 10 only. Timed recall of these pairs is a separate goal (ma-ns-036).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-035.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a ten-frame showing 1 to 9 counters and the question "how many more to make 10?", the student will say, write or select the missing part that makes 10 independently in at least 9 of 10 trials, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 3 of 10 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
- 3 of 10 opportunities.
- Annual goal331 characters
- By the annual IEP review date, given a ten-frame showing 1 to 9 counters and the question "how many more to make 10?", the student will say, write or select the missing part that makes 10 independently in at least 9 of 10 trials, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a ten-frame showing 1 to 9 counters and the question "how many more to make 10?"
- Behavior
- The student will say, write or select the missing part that makes 10 independently
- Criteria
- In at least 9 of 10 trials, on 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 9 of 10 trials
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a ten-frame showing 1 to 9 counters and the question "how many more to make 10?", the student will say, write or select the missing part that makes 10 independently in at least 9 of 10 trials, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected 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 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.