Count a mixed set of tens and ones
When to use this goal
For students who count ones well but count each ten rod as one, or count every cube in a rod. Present levels in counting by 10s and in grouping objects into tens decide readiness.
- Baseline
- Mix the pieces so tens and ones are not already sorted on some trials. Record the switch error (counting 10, 20, 30, 40, 50 for the ones too), which is the most common.
- Tips
- Once reliable, move to sets with more than 9 ones so the student must trade to a ten. Money with dimes and pennies uses the same counting.
- Limits
- Does not show the student can build a number or regroup. Picture versions are harder for some students than real blocks.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-045.
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Goal
By the annual IEP review date, given 10 mixed sets of base-ten rods and unit cubes making numbers from 20 to 99, the student will count the tens by 10s, then count on the ones by 1s, and say or write the total independently with at least 90% accuracy on mixed sets, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice 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. 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
- 30% accuracy.
- Annual goal383 characters
- By the annual IEP review date, given 10 mixed sets of base-ten rods and unit cubes making numbers from 20 to 99, the student will count the tens by 10s, then count on the ones by 1s, and say or write the total independently with at least 90% accuracy on mixed sets, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 mixed sets of base-ten rods and unit cubes making numbers from 20 to 99
- Behavior
- The student will count the tens by 10s, then count on the ones by 1s, and say or write the total independently
- Criteria
- With at least 90% accuracy on mixed sets, across 3 consecutive data collection 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 mixed sets
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 mixed sets of base-ten rods and unit cubes making numbers from 20 to 99, the student will count the tens by 10s, then count on the ones by 1s, and say or write the total independently with at least 90% accuracy on mixed sets, across 3 consecutive data collection 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.