Read unlabeled marks on a number line
When to use this goal
For students who assume every tick mark is 1, which causes errors on number lines, graphs and measuring tools. Present levels in skip counting by 2s, 5s, 10s, 25s and 100s decide readiness.
- Baseline
- Include lines where the labeled marks are not next to each other, so the student must divide the gap by the number of spaces. Record whether errors come from assuming an interval of 1.
- Tips
- This skill transfers directly to bar graphs, thermometers and measuring cups. Use the second condition to check transfer once the number line version is steady.
- Limits
- Does not cover fraction or decimal intervals; add those as a later condition if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ns-049.
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Goal
By the annual IEP review date, given 10 number lines counting by 2, 5, 10, 25 or 100, each with two labeled marks and one arrow pointing to an unlabeled mark, the student will write the value at each arrow independently with at least 85% accuracy on unlabeled marks, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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 goal359 characters
- By the annual IEP review date, given 10 number lines counting by 2, 5, 10, 25 or 100, each with two labeled marks and one arrow pointing to an unlabeled mark, the student will write the value at each arrow independently with at least 85% accuracy on unlabeled marks, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 number lines counting by 2, 5, 10, 25 or 100, each with two labeled marks and one arrow pointing to an unlabeled mark
- Behavior
- The student will write the value at each arrow independently
- Criteria
- With at least 85% accuracy on unlabeled marks, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 85% accuracy on unlabeled marks
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 number lines counting by 2, 5, 10, 25 or 100, each with two labeled marks and one arrow pointing to an unlabeled mark, the student will write the value at each arrow independently with at least 85% accuracy on unlabeled marks, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.