Number Sense IEP goals for kindergarten to grade 2
41 of the number sense templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
41 templates · 1 skill · K–2 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Number Sense Math
Count a set of objects and state how many
Counting objects with one-to-one correspondence
By the annual IEP review date, when presented with a set of 5 to 20 objects arranged in a line or scattered on the table, the student will count the objects by touching or moving each one once and state the total independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Name numerals on a timed probe
Numeral identification
By the annual IEP review date, given a 1-minute probe of randomly ordered numerals from 0 to 100, the student will name each numeral aloud independently at a rate of at least 35 correct responses per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Compare whole numbers with <, >, and =
Comparing whole numbers
By the annual IEP review date, given 20 pairs of two- and three-digit numbers, the student will write the symbol <, >, or = between each pair of numbers independently with at least 90% accuracy on number comparisons, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Write numbers in expanded form and name digit values
Place value (hundreds, tens, ones)
By the annual IEP review date, given 10 three-digit numbers, including numbers with a zero in the tens or ones place, the student will write each number in expanded form independently with at least 80% accuracy on place-value items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Place numbers on an empty number line
Number line estimation
By the annual IEP review date, given 10 numbers to place on an empty 0–100 number line marked only at the ends, the student will mark and label the location of each number on the line independently with at least 70% accuracy on number placements (correct when within 5% of the line's range), on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Skip count from a given starting number
Counting on and skip counting
By the annual IEP review date, when asked to count aloud by 2s, 5s, or 10s from a given starting number, the student will independently say the next 10 numbers in the sequence without an error in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
In kindergarten through grade 2, number sense goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 21 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 16 goals here
Frequently asked questions
How are number sense goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.