Name one more and one less within 100
When to use this goal
For students who count forward from a number but cannot say one less, or who lose track at decade numbers (one less than 40). Present levels in counting forward and backward decide readiness.
- Baseline
- Score one more and one less separately; one less is usually weaker. Include at least three decade numbers (30, 60, 100) because that is where errors cluster.
- Tips
- Fade the hundreds chart in a later objective. Ten more and ten less are covered by the mental math template in addition and subtraction (ma-as-015).
- Limits
- A student using the hundreds chart may be reading it rather than reasoning; note the support used on every probe.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-040.
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Goal
By the annual IEP review date, given 10 numbers from 1 to 100 on a worksheet with a box for one less and one more beside each, the student will write the number that is one less and the number that is one more independently with at least 90% accuracy on one-more and one-less answers, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 45% 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
- 45% accuracy.
- Annual goal375 characters
- By the annual IEP review date, given 10 numbers from 1 to 100 on a worksheet with a box for one less and one more beside each, the student will write the number that is one less and the number that is one more independently with at least 90% accuracy on one-more and one-less answers, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 numbers from 1 to 100 on a worksheet with a box for one less and one more beside each
- Behavior
- The student will write the number that is one less and the number that is one more independently
- Criteria
- With at least 90% accuracy on one-more and one-less answers, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- 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 one-more and one-less answers
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 numbers from 1 to 100 on a worksheet with a box for one less and one more beside each, the student will write the number that is one less and the number that is one more independently with at least 90% accuracy on one-more and one-less answers, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected 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.