Place numbers on a number line to 20
When to use this goal
For students who count to 20 but cannot find where a number goes on a number line, which they need before using a line for adding and subtracting. Present levels in numeral naming to 20 decide readiness.
- Baseline
- Score a placement as correct only at the exact tick mark. Note whether the student counts tick marks from 0 every time or starts from 10; starting from the closest labeled number is the strategy to build.
- Tips
- The floor version suits active learners and students with fine motor needs. This is a marked line; estimating on an empty line is a separate goal (ma-ns-005).
- Limits
- Counting tick marks one by one gives correct answers without number sense; note the strategy. Does not cover numbers past 20.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-041.
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Goal
By the annual IEP review date, given a 0-to-20 number line with a tick mark for every number but only 0, 10 and 20 labeled, and 10 numbers to place, the student will write or place each number at its tick mark independently with at least 90% accuracy on number placements, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal356 characters
- By the annual IEP review date, given a 0-to-20 number line with a tick mark for every number but only 0, 10 and 20 labeled, and 10 numbers to place, the student will write or place each number at its tick mark independently with at least 90% accuracy on number placements, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 0-to-20 number line with a tick mark for every number but only 0, 10 and 20 labeled, and 10 numbers to place
- Behavior
- The student will write or place each number at its tick mark independently
- Criteria
- With at least 90% accuracy on number placements, on 3 of 4 consecutive 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 number placements
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a 0-to-20 number line with a tick mark for every number but only 0, 10 and 20 labeled, and 10 numbers to place, the student will write or place each number at its tick mark independently with at least 90% accuracy on number placements, on 3 of 4 consecutive 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.