# Number Sense IEP Goal Bank

## IEP Goals for Counting

For Kinder to 2nd grades, the Common Core has standards that make great IEP goals for skip counting, rote counting, and counting up to 100 or 1,000.

Count to 100 by ones and by tens CCSS.Math.Content.K.CC.A.1

• Ask the student to count up from one. Note: This captures how well the student rote counts, but not whether they have one-to-one correspondence.
• Ask the student to count objects.
• Ask the student to count by tens.

Need more ideas? Check out the PreK-2 Mathematics Present Levels and Assessments Resource page

Need assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Juilio can rote count to 30 and can consistently count up to twelve items. He is not yet counting by tens.

For more baseline ideas, check out the IEP Success Kit!

• Kindergarten goal 1: __________  will count to 100 by ones on three of four opportunities as measured by teacher records and observations CCSS.Math.Content.K.CC.A.1
• Kindergarten goal 2: __________  will count to 100 by tens on three of four opportunities as measured by teacher records and observations CCSS.Math.Content.K.CC.A.1

As the special education teacher, you have the option to add modifiers to the goal to make it more achievable or more meaningful for the student. There are multiple ways to modify an IEP goal:

• Add supports for the student
• Given manipulatives, __ will count to 100 by (ones/tens/ ones and tens) on three of four trials as measured by teacher records and observations.
• Given a number chart, __ will count to 100 by (ones/tens/ ones and tens) on three of four trials as measured by teacher records and observations.
• Adjust the accuracy or number of trials
• Can miss two numbers on one trial: ___ will count to one hundred by (ones/tens) with no more than two missed or out of order numbers as measured by teacher records and observations.
• Can miss five numbers on one trial: ___ will count to 100 by (ones/tens) with 95% accuracy as measured by teacher records and observations.
• Needs to do it four times, but only get it right three: ___ will count to 100 by (ones/tens) on three of four trials as measured by teacher records and observations.
• Needs to do it three times, but only get it right twice: ___ will count to 100 by (ones/tens) on two of three trials as measured by teacher records and observations.
• Harder: __ will count to 100 by ones and tens with 95% accuracy as measured by teacher records and observations.
• Easier: __ will count to 100 by ones on three of four trials as measured by teacher records and observations.
• Note: The standard is numbers to 100. You might need to modify that number (e.g., count to 50), but that is a more significant modification that some districts dislike.

Count to 120, starting at any number less than 120 CCSS.Math.Content.1.NBT.A.1

• Ask the student to count up from one. Note: This captures how well the student rote counts, but not whether they have one-to-one correspondence.
• Ask the student to count objects.
• Pick three numbers such as 25, 70, and 100 and ask the student to count up from there.

Need more ideas? Check out the PreK-2 Mathematics Present Levels and Assessments Resource page

Need assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Moira can count up from one to 20, after which she begins to count by tens and she can count by tens to 100. If the teacher starts the pattern of 20, 21…22, Moira can continue counting in the sequence until the next multiple of ten at which point she needs modeling again.

For more baseline ideas, check out the IEP Success Kit!

• First grade goal: ____________ will count to 120, starting at any number less than 120 on three of four opportunities as measured by teacher observations and records  CCSS.Math.Content.1.NBT.A.1

As the special education teacher, you have the option to add modifiers to the goal to make it more achievable or more meaningful for the student. There are multiple ways to modify an IEP goal:

• Add supports for the student
• Given manipulatives, __ will count to 120, starting at any number less than 120 on three of four opportunities as measured by teacher observations and records  CCSS.Math.Content.1.NBT.A.1.
• Given a number chart, ___ will count to 120, starting at any number less than 120 on three of four opportunities as measured by teacher observations and records  CCSS.Math.Content.1.NBT.A.1
• Adjust the accuracy or number of trials
• Can miss two numbers on each count: Given two different starting numbers (such as 50 and 90), ___ will count to 120, missing or confusing no more than two numbers per trial as measured by teacher observations and records  CCSS.Math.Content.1.NBT.A.1
• Variable number can be missed, but most should be right: Given a random starting number, ___ will count to 120, with 95% accuracy measured by teacher observations and records  CCSS.Math.Content.1.NBT.A.1
• Needs to do it four times, but only get it right three: ______ will count to 120, starting at any number less than 120 on three of four opportunities as measured by teacher observations and records  CCSS.Math.Content.1.NBT.A.1
• Needs to do it three times, but only get it right twice: ___
• ___ will count to 120, starting at any number less than 120 on two of three opportunities as measured by teacher observations and records  CCSS.Math.Content.1.NBT.A.1
• Harder: Given three different starting numbers, ___ will count to 120, missing no more than two numbers per trial as measured by teacher observations and records  CCSS.Math.Content.1.NBT.A.1
• Easier: Given a random starting number, ___ will count to 120, on three of four opportunities as measured by teacher observations and records  CCSS.Math.Content.1.NBT.A.1
• Note: The standard is numbers to 120. You might need to modify that number (e.g., count to 50), but that is a more significant modification that some districts dislike.

Count within 1000; skip-count by 5s, 10s, and 100s CCSS.Math.Content.2.NBT.A.2

• Ask the student to count up from one. Note: Counting to a 1000 takes forever. Only ask the student to start counting at one if you have reason to think they might make mistakes before 100. If they are crushing it, you can stop them at any point and ask them instead to start counting at a larger, random number.
• If they can count past one hundred, pick a few random numbers such as 75, 200, and 550 and ask the student to count up from there.
• Ask the student to count by fives, tens, and one hundreds.
• If they do well, pick a few random numbers and ask the student to count by fives, tens, or one hundreds from there.

Need more ideas? Check out the PreK-2 Mathematics Present Levels and Assessments Resource page or the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

Need assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Ta Dah can count by tens to one hundred and count by ones to 30, after which she begins to skip numbers or goes to the next multiple of ten. She can count on from numbers smaller than 100 to the next multiple of ten.

For more baseline ideas, check out the IEP Success Kit!

• ___ will count within 1,000 as shown by her ability to count on for at least twenty numbers from any random number between 100 and 980 with no more than two skipped or confused numbers and as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• ___ will skip count by 5s to 50, by 10s to 100, and by 100s to 1,000 with 90% accuracy as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2

As the special education teacher, you have the option to add modifiers to the goal to make it more achievable or more meaningful for the student. There are multiple ways to modify an IEP goal:

• Add supports for the student
• Place value blocks
• Given place value blocks,___ will count within 1,000 as shown by her ability to count on for at least twenty numbers from any random number between 100 and 980 with no more than two skipped or confused numbers and as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Given place value blocks,___ will skip count by 5s to 50, by 10s to 100, and by 100s to 1,000 with 95% accuracy as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Number chart
• Given a number chart,___ will count within 1,000 as shown by her ability to count on for at least twenty numbers from any random number between 100 and 980 with no more than two skipped or confused numbers and as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Given a number chart,___ will skip count by 5s to 50, by 10s to 100, and by 100s to 1,000 with 95% accuracy as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Adjust the accuracy or number of trials
• Can miss two numbers on one trial:
• ___ will count within 1,000 as shown by her ability to count on for at least twenty numbers from any random number between 100 and 980 with no more than two skipped or confused numbers and as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Given a number chart,___ will skip count by 5s to 50, by 10s to 100, and by 100s to 1,000 with no more than two skipped or confused numbers and as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Can miss three or four numbers on one trial:
• ___ will count within 1,000 as shown by her ability to count on for at least twenty numbers from any random number between 100 and 980 with 90% accuracy and as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Given a number chart,___ will skip count by 5s to 50, by 10s to 100, and by 100s to 1,000 with 90% accuracy and as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Needs to do it four times, but only get it right three: ___
• ___ will count within 1,000 as shown by her ability to count on for at least twenty numbers from any random number between 100 and 980 on three of four trials and as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Given a number chart,___ will skip count by 5s to 50, by 10s to 100, and by 100s to 1,000 on three of four trials and as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Harder: ___ will skip count by 5s to 50, by 10s to 100, and by 100s to 1,000 with no more than two confused or skipped numbers as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Easier:___ will count within 1,000 as shown by her ability to count on for at least twenty numbers from any random number between 100 and 980 on two of three trials and as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.2
• Note: The standard is numbers to 1000. You might need to modify that number (e.g., count to 500), but that is a more significant modification that some districts dislike.

## IEP Goals for Reading & Writing Numbers

The Common Core has some  standards for writing number recognition, number writing, place value, and general number sense IEP goals for Kinder to 5th grade. Each needs to be modified to focus on the component of number sense your student needs, but overall, they work well for IEPs.

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) CCSS.Math.Content.K.CC.A.3

• Read a list of numbers between 0 and 20 to the student and ask them to write down those numbers. Note: Start with numbers to ten. Only go past that if the student is being successful.
• Give them a pile of objects an ask them to count the objects and write down how many objects there are.

Need more ideas? Check out the PreK-2 Mathematics Present Levels and Assessments Resource page.

Need assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Mike can write the numbers 0, 1,  2, and 3 (reversed). He can inconsistently write the numbers 4, 5, and 6.

For more baseline ideas, check out the IEP Success Kit!

• __________ will  write numbers from 0 to 20 with 80% accuracy as measured by teacher records and observations. CCSS.Math.Content.K.CC.A.3

As the special education teacher, you have the option to add modifiers to the goal to make it more achievable or more meaningful for the student. There are multiple ways to modify an IEP goal:

• Add supports for the student
• Given a number chart, __________ will  write numbers from 0 to 20 with 80% accuracy as measured by teacher records and observations. CCSS.Math.Content.K.CC.A.3
• Adjust the accuracy or number of trials
• Can miss two numbers on one trial: __________ will  write numbers from 0 to 20 with 90% accuracy as measured by teacher records and observations. CCSS.Math.Content.K.CC.A.3
• Can miss  four numbers on one trial: __________ will  write numbers from 0 to 20 with 80% accuracy as measured by teacher records and observations. CCSS.Math.Content.K.CC.A.3
• Needs to do it four times, but only get it right three: ____________ will  write numbers from 0 to 20 on three of four trials as measured by teacher records and observations. CCSS.Math.Content.K.CC.A.3

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. CCSS.Math.Content.1.NBT.A.1

• Check how high the student can count. Then focus on assessing which of the numbers they can count they can also identify or write.
• Ask the student to read mixed up numbers to 10. If successful, do numbers to 20. If successful, continue to 100 or 120.
• Then ask students to write numbers in the range that they can read.

Need more ideas? Check out the PreK-2 Mathematics Present Levels and Assessments Resource page.

Need assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Diego can count to fifty, identify numbers to 20 with 80% accuracy, and write numbers to 10 with 90% accuracy.

For more baseline ideas, check out the IEP Success Kit!

• First grade goal: _______ will read and write numerals to 120   with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.1.NBT.A.1

As the special education teacher, you have the option to add modifiers to the goal to make it more achievable or more meaningful for the student. There are multiple ways to modify an IEP goal:

• Add supports for the student
• Given a hundreds chart,  _______ will read and write numerals to 120  with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.1.NBT.A.1
• Adjust the accuracy or number of trials
• If you assess with 10 random numbers for reading and for writing, can miss one on each: _______ will read and write numerals to 120  with 90% accuracy as measured by teacher records and observations CCSS.Math.Content.1.NBT.A.1
• If you assess with 10 random numbers for reading and for writing, can miss two on each: _______ will read and write numerals to 120 with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.1.NBT.A.1
• Needs to do it four times, but only get it right three: _______ will read and write numerals to 120 on three of four trials as measured by teacher records and observations CCSS.Math.Content.1.NBT.A.1
• Difficulty
• Harder: _______ will read and write numerals to 120  with 90% accuracy as measured by teacher records and observations CCSS.Math.Content.1.NBT.A.1
• Easier: _______ will read numerals to 120 with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.1.NBT.A.1
• Note: You can make the goal either just reading or writing. The number is to 120. You can adjust this– but it is altering the nature of the goal and you might get pushback on that in your district.

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form CCSS.Math.Content.2.NBT.A.3

• Know where to start: If your student is working at a closer to kindergarten level, start with seeing how high they can count and number reading and writing to 10, then, if successful, to 20, and so on.  Stop the assessments when the student stops being successful.
• Base ten numerals: Ask the student to read and write randomly selected numbers between 0 and 1,000. Begin with smaller numbers and move towards larger ones as the student is successful.
• Number names: I don’t assess for this. Spelling is often a significant challenge for students and there are few ways to assess for this that would be fair to the student– and I get the number names from their reading of the number.
• Expanded form: Only assess for this if the student is successfully reading and writing numbers to at least one hundred. To assess for this I would 1) ask students to build five numbers from place value blocks;  2) ask them to collapse a few expanded form notations into base ten numerals; 3) with explanation and guidance, ask them to write the expanded form of a number (no one remembers what this means so the student will need modeling to make it fair)

Need more ideas? Check out the PreK-2 Mathematics Present Levels and Assessments Resource page or the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

Need assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Priscilla can read numbers to 100 with 90% accuracy and write numbers to 100 with 70% accuracy.

For more baseline ideas, check out the IEP Success Kit!

• Second grade goal 1: _______ will read numbers to 1,000 with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.3
• Second grade goal 2:  _______ will write numbers to 1,000 with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.3

As the special education teacher, you have the option to add modifiers to the goal to make it more achievable or more meaningful for the student. There are multiple ways to modify an IEP goal:

• Add supports for the student
• Given a hundreds chart,   _______ will (read/write/read and write) numbers to 1,000 with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.3
• Given place value blocks,   _______ will (read/write/read and write) numbers to 1,000 with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.3
• Adjust the accuracy or number of trials
• If you assess with 20 random numbers, can miss two:  _______ will (read/write/read and write) numbers to 1,000 with 90% accuracy as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.
• If you assess with 20 random numbers, can miss four:  _______ will (read/write/read and write) numbers to 1,000 with 90% accuracy as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.
• Needs to do it four times, but only get it right three:  _______ will (read/write/read and write) numbers to 1,000 on three of four trials as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.
• Difficulty
• Harder:_______ will read and write numbers to 1,000 with 90% accuracy as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.
• Easier:  _______ will read numbers to 1,000 with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.NBT.A.
• Note: You can make the goal either just reading or writing. The number is to 1,000. You can adjust this– but it is altering the nature of the goal and you might get pushback on that in your district.

Weirdly, 3rd grade doesn’t have a standard for reading or writing numbers. There is one on rounding, however, that works for a number sense goal. It is:

Use place value understanding to round whole numbers to the nearest 10 or 100 CCSS.MATH.CONTENT.3.NBT.A.1

• Know where to start: If your student is working far below grade level start with seeing how high they can count and number reading and writing to 20 or 100, then, if successful, move to  larger numbers.  Stop the assessments when the student stops being successful. Note that the standard is on rounding– but we will work this in too if the student needs it!
• Reading and writing numbers and rounding: Ask the student to read and write randomly selected numbers between 0 and 1,000,000. Begin with smaller numbers and move towards larger ones as the student is successful. To make the goal work for the standard, you also need to ask students to round to a given place value. So have them read a number to you and then round it. If they can’t round, that’s fine– but you need to know to make this work!

Need more ideas? Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Michael can count past a hundred, read numbers to a thousand with 75% accuracy, and write numbers to a thousand with 60% accuracy. He needs support to round numbers, but with reminders and step-by-step guidance, he can round to the nearest ten.

• ___ will write numbers to a thousand and use place value understanding to round those numbers to the nearest 10 with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.3.NBT.A.1
• Add supports for the student
• ___ will write numbers to a thousand and, given visual reminders on how to round, use place value understanding to round those numbers to the nearest 10 with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.3.NBT.A.1
• Make it harder
• ___ will write numbers to ten thousand and, given visual reminders on how to round, use place value understanding to round those numbers to the nearest 100 with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.3.NBT.A.1
• Make it easier
• ___ will write numbers to a hundred and, given visual reminders on how to round, use place value understanding to round those numbers to the nearest 10 with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.3.NBT.A.1
• Note that you can also just make this focus on rounding! Just take out the beginning!

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form CCSS.Math.Content.4.NBT.A.2

• Know where to start: If your student is working far below grade level start with seeing how high they can count and number reading and writing to 20 or 100, then, if successful, move to  larger numbers.  Stop the assessments when the student stops being successful.
• Base ten numerals: Ask the student to read and write randomly selected numbers between 0 and 1,000,000. Begin with smaller numbers and move towards larger ones as the student is successful.
• Number names: I don’t assess for this. Spelling is often a significant challenge for students and there are few ways to assess for this that would be fair to the student– and I get the number names from their reading of the number.
• Expanded form: Only assess for this if the student is successfully reading and writing numbers to at least one hundred. To assess for this I would 1) ask students to build five numbers from place value blocks;  2) ask them to collapse a few expanded form notations into base ten numerals; 3) with explanation and guidance, ask them to write the expanded form of a number (no one remembers what this means so the student will need modeling to make it fair)

Need more ideas? Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

LeighAnn can read numbers to 100 with 95% accuracy and numbers to 1,000 with 80% accuracy. She can write numbers to 1oo with 90% accuracy and to 1,000 with 70% accuracy.

•  _______  will read and write numbers to _____  with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.A.2

As the special education teacher, you have the option to add modifiers to the goal to make it more achievable or more meaningful for the student. There are multiple ways to modify an IEP goal:

• Add supports for the student
• Given a hundreds chart, _______  will read and write numbers to ________  with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.A.2
• Given place value blocks,  _______  will read and write numbers to ________  with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.A.2
• Adjust the accuracy or number of trials
• If you assess with 20 random numbers, can miss two: _______  will read and write numbers to ________  with 90% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.A.2
• If you assess with 20 random numbers, can miss four: _______  will read and write numbers to ________  with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.A.2 CCSS.Math.Content.2.NBT.A.
• Needs to do it four times, but only get it right three: _______  will read and write numbers to ________  on three of four trials as measured by teacher records and observations CCSS.Math.Content.4.NBT.A.2
• Difficulty
• Harder:_______  will read and write numbers to 1,000,000 with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.A.2
• Easier: ______  will read and write numbers to 1,000 with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.A.2
• Note: You can make the goal either just reading or writing. With this standard you can also set your own target number! Make it a nice stretch for the student– but not out of reach.

Unfortunately, fifth grade doesn’t have a perfect standard to work with for number sense. The two best are below– one focuses on place value and one on decimals. You can make either work with some creativity.

• Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. CCSS.MATH.CONTENT.5.NBT.A.1
• Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). CCSS.MATH.CONTENT.5.NBT.A.3.A
• Know where to start: If your student is working far below grade level start with seeing how high they can count and number reading and writing to 20 or 100, then, if successful, move to  larger numbers.  Stop the assessments when the student stops being successful. For the fifth grade standards, you need to include at least some questions about decimals or what digits in a number mean (if there is a 1 in the tens place and a one in the 1s place, are they worth the same? If not, what’s the difference?)
• Base ten numerals: Ask the student to read and write randomly selected numbers between 0 and 1,000,000. Begin with smaller numbers and move towards larger ones as the student is successful. For fifth, include decimals in this– if you think you need a goal for this area, you need to know what decimals they can read or write and then you can make the goal CCS aligned.
• Number names: I don’t assess for this. Spelling is often a significant challenge for students and there are few ways to assess for this that would be fair to the student– and I get the number names from their reading of the number.
• Expanded form: Only assess for this if the student is successfully reading and writing numbers to at least one hundred. To assess for this I would 1) ask students to build five numbers from place value blocks;  2) ask them to collapse a few expanded form notations into base ten numerals; 3) with explanation and guidance, ask them to write the expanded form of a number (no one remembers what this means so the student will need modeling to make it fair)

Need more ideas? Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

For the decimals standard: Skylar can read whole numbers to 1,000 with 90% accuracy and numbers larger than a 1,000 with 70% accuracy. He is not yet able to read or write numbers with decimals.

For the place value standard: Skylar can use place value blocks to build numbers to 1,000 with 75% accuracy. She recognizes that the ones, tens, and hundreds blocks are worth different amounts but struggles to translate that to the written numbers, where she will often omit digits when reading or writing.

• Given five numbers to 1,000, ___ will recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left, as measured by his/her ability to build the numbers with place value blocks and to describe the relationship between the digits using the blocks CCSS.MATH.CONTENT.5.NBT.A.1
• ____ will read and write whole numbers and decimals to tenths using base-ten numerals and expanded form with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.5.NBT.A.3.A
• Add supports for the student
• Note the first goal on place value was written with a support of place value blocks. You can remove that and make it a place value chart instead: Given five numbers to 1,000 and a place value chart, ___ will recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left, as measured by his/her ability to write each number in expanded form with 80% accuracy CCSS.MATH.CONTENT.5.NBT.A.1
• Given a place value chart, ____ will read and write whole numbers and decimals to tenths using base-ten numerals and expanded form with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.5.NBT.A.3.A
• Change the accuracy or number of trials
• Given ten numbers to 1,000 and a place value chart, ___ will recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left, as measured by his/her ability to build the numbers with place value blocks and to describe the relationship between the digits using the blocks with 80% accuracy. CCSS.MATH.CONTENT.5.NBT.A.1