Early Numeracy & Counting IEP goals for preschool (ages 3 to 5)
11 of the early numeracy & counting templates in the library are written for preschool (ages 3 to 5). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
11 templates · 1 skill · Pre-K · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Count to 10 with voice, sign or device
Rote counting
By the annual IEP review date, during a group counting song or rhyme with the class, the student will independently say, sign or select the number words from 1 to 10 in order without skipping or repeating one in at least 4 of 5 opportunities, on 4 of 5 observed days, as measured by opportunity-by-opportunity data collected daily during group time.
Touch each object once while counting
One-to-one correspondence
By the annual IEP review date, given a straight row of 3 to 10 large objects on a table, the student will touch each object once while saying one number word for each touch independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Move each counter aside as it is counted
One-to-one correspondence
By the annual IEP review date, given a loose pile of 5 to 10 counters and a two-sided mat marked to count and counted, the student will slide each counter to the counted side while saying one number word for each, then say how many independently with at least 80% accuracy on piles counted, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Count pictures in rows and scattered
One-to-one correspondence
By the annual IEP review date, given 10 picture cards, each with 5 to 12 pictures in a scattered layout, the student will count each group by marking each picture with a dot or check as it is counted and write or say the total independently with at least 90% accuracy on picture groups counted, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Say one number per snack passed out
One-to-one correspondence
By the annual IEP review date, during snack time, while passing out one item to each child at the table, the student will say or sign one number word in order for each item as it is given out independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by direct observation collected daily during snack.
Answer how many with the last number
Counting a set and telling how many
By the annual IEP review date, right after counting a set of 3 to 10 objects, when an adult asks "how many?", the student will independently say, sign or show the last number counted without recounting in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Preschool early numeracy & counting goals are measured inside daily routines rather than with worksheets, and the criteria are small: a few opportunities a day, a handful of steps, short periods of time. Conditions name the routine (circle, centers, snack) so any adult in the room can take the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
What do early numeracy & counting goals look like for preschool?
They describe a readiness or developmental skill performed during a classroom routine, with a criterion in opportunities or steps. The support level is written in, since most preschool goals start with prompting and fade it.
How often should preschool goals be measured?
A few opportunities on most days, recorded on a trial or task-analysis sheet. Short, frequent samples match how young children show skills.
Does a preschool IEP need the same parts as a school-age IEP?
Yes. Measurable annual goals, present levels, and progress reporting are required at every age under 34 CFR 300.320. Preschool IEPs may also address participation in appropriate activities rather than the general curriculum.
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