Design research (DR) methodology is often used to investigate the mathematical learning and trial the means of supporting it. We report on data from a larger DR study, in which we investigated how adults with intellectual disabilities (ID) continue to develop their numeracy in everyday activities. Previous analysis of data from this study indicated that adults with ID demonstrate numerate behaviour in the tasks they complete every day. We first discuss our conceptualisation of participants' numeracy learning; then draw on data collected through observations and interviews to illustrate how we designed viable individualised numeracy learning goals for adults with ID that were empirically, as well as theoretically informed.