Number Sense IEP goals for preschool (ages 3 to 5)
18 of the number sense 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.
18 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.
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.
Count aloud in order from 1
Rote counting
By the annual IEP review date, when asked to count aloud from 1 during a small-group or one-to-one activity, the student will independently say the number names in order to 20 without skipping or repeating a number in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Match a set of objects to the numeral
Matching quantities to numerals
By the annual IEP review date, given a set of 1 to 10 objects and a choice of three numeral cards, the student will select the numeral that matches the quantity independently with at least 90% accuracy on quantity-numeral matches, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Name small quantities without counting
Subitizing
By the annual IEP review date, given 10 dot cards or ten-frames showing 1 to 6 dots, each shown for about 2 seconds, the student will say the number of dots on each card before it is removed independently with at least 90% accuracy on flashed dot cards, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Compare two sets and say which has more
Comparing sets (more, fewer, same)
By the annual IEP review date, given two sets of 1 to 10 objects placed side by side, the student will say or point to the set that has more, the set that has fewer, or state that the sets are the same independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Identify ordinal positions in a line
Ordinal numbers
By the annual IEP review date, given a row of 10 objects or pictures and an ordinal word (first through tenth), the student will point to or name the item in the stated ordinal position independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Preschool number sense 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 number sense 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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