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IEP Math Goals for Counting and Cardinality

Goals Aligned With the New Common Core State Standards

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IEP Math Goals for Counting and Cardinality

Brightly Colored Counters to Teach Counting and Cardinality

Jerry Webster

The IEP Math Goals on this page are aligned to the Common Core State Standards, and are designed in a progress manner: once the top numeration goals are met, your students should be moving on through these goals and onto the intermediate grade goals. The goals that are printed come directly from the site created by the the Council of Chief State School Officers, and adopted by 42 states, the American Virgin Islands and the District of Columbia.

Each standard is identified by its domain (a number for grade level followed by letters representing the skill group) and the standard, which defines what a student should be able to do or know.

The standards are identified as they are online. Feel free to copy and paste into your IEP documents. Johnny Student is where your student's name belongs.

Counting and Cardinality (CC)

KCC1: Students will be able to count to one hundred by ones. IEP Goals:

  • When given numerals representing numbers between 1 and 10 (1 and 20, etc.) JOHNNY STUDENT will order and name the numbers in the correct order, 8 out of 10 (80%) numbers in three of four consecutive trials.
  • When given a hundreds chart with 20 of the number blocks blank, JOHNNY STUDENT will write the correct numbers in the blanks for 16 of 20 blanks (80%) in three of four consecutive trials. (For a student without speech.)

KCC2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

  • When given a card with a number between 1 and 20 JOHNNY STUDENT will count up 5 numbers from the number on the card, 8 out of 10 probes, three out of four consecutive trials. (Benchmarks would increase the numbers: 20 to 40, 40 to 60, etc.)
  • When given written sequences of numbers (i.e. 5,6,7,8,9) with five blanks and the command, "Finish writing the counting numbers, Johnny," JOHNNY STUDENT will correctly write the numbers in the five blanks, 8 out of 10 probes (80%) in three out of four consecutive trials. (for students who can write but do not have speech.)
  • When given a sequence of numbers on cards placed in a pocket chart, and ten mixed cards with half in the sequence, and half out of the sequence, JOHNNY STUDENT will correctly sequence 16 of 20 cards (over 4 probes) in three of four consecutive trials. (For students with poor writing and speech.)

KCC3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

This skill is often referred to as "One to One Correspondence," when a student demonstrates understanding that a set or array of objects is represented by a particular number.

  • When given 10 picture arrays representing numbers between one and ten (one and twenty) JOHNNY STUDENT will correctly write the corresponding number in the accompanying box (on the accompanying line) 8 of 10 numbers (80%) in three of four consecutive trials.
  • When given an array of counters and a set of number cards from one to ten (twenty) JOHNNY STUDENT will find the corresponding number and lay it next to the array 8 out of 10 probes for three of four consecutive trials. (for students with poor fine motor skills)
  • When given a picture representative of 10 numbers on one side of a graphic representation, and 10 numbers, JOHNNY STUDENT will draw a line from the picture and the corresponding number, 8 out of 10 (or 80%) in three out of four consecutive trials (students with poor fine motor skills.)

KCC4: Understand the relationship between numbers and quantities; connect counting to cardinality.

  1. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
  2. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
  3. Understand that each successive number name refers to a quantity.
  • KCC4.1: When given a template with ten squares, and presented with counters in varied arrays from 1 to 10, JOHNNY STUDENT will count aloud, naming each counter as it is placed in a square, 8 out of 10 probes (80%) for three of four consecutive trials.
  • KCC4.3: When given an array of counters from 1 to 20, JOHNNY STUDENT will count the counters and answer the question "how many did you count" with the last number, 8 of 10 probest (80%) for three of four consecutive trials.
  • (Also for KCC4.3) When given an array of counters and a set of number cards from one to ten (twenty) JOHNNY STUDENT will find the corresponding number and lay it next to the array 8 out of 10 probes for three of four consecutive trials. (for students with poor fine motor skills)
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