Show quantity and size concepts such as more, all, big, and little
When to use this goal
For young students who do not respond to words for amount and size (more, less, all, some, none, big, little, long, short, empty, full), which math and daily routines depend on. Base the choice on a basic concepts assessment.
- Baseline
- Probe each concept word three or more times with clear contrasts and record which are known; big and little and more usually come before some, few, and none. Use identical objects for quantity items so size does not interfere. Coordinate with the math teacher on which words are used in class.
- Tips
- List the concept words in the condition. Score correct when the selection matches the word on the first try. Keep contrasts clear (a very big and a very little item) at first and reduce the difference as the student progresses. Teach a few words at a time; probe untaught ones occasionally.
- Limits
- Quantity words such as some, few, and several are vague and partly depend on counting; keep those for later. Items with a two-way choice allow a 50% guess rate; use three choices where possible.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-013.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given two or three sets of objects or pictures and asked to find the one with the stated quantity or size (such as "the one with more," "the little one," "the empty cup") for 10 items, the student will select or give the set or item that matches the quantity or size word independently with at least 85% accuracy on quantity and size concept items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% 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 Receptive Language.
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
- Speech & Language - Receptive Language
- Baseline
- 40% accuracy.
- Annual goal504 characters
- By the annual IEP review date, given two or three sets of objects or pictures and asked to find the one with the stated quantity or size (such as "the one with more," "the little one," "the empty cup") for 10 items, the student will select or give the set or item that matches the quantity or size word independently with at least 85% accuracy on quantity and size concept items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given two or three sets of objects or pictures and asked to find the one with the stated quantity or size (such as "the one with more," "the little one," "the empty cup") for 10 items
- Behavior
- The student will select or give the set or item that matches the quantity or size word independently
- Criteria
- With at least 85% accuracy on quantity and size concept items, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 quantity and size concept items
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given two or three sets of objects or pictures and asked to find the one with the stated quantity or size (such as "the one with more," "the little one," "the empty cup") for 10 items, the student will select or give the set or item that matches the quantity or size word independently with at least 85% accuracy on quantity and size concept items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.