IEP goals for calculator use
By the IEP Atlas editorial teamLast updated
Short answer
A calculator IEP goal treats calculator use as a skill to teach: entering numbers, choosing the operation, catching entry errors and judging whether the answer makes sense. Example: given 10 multi-digit problems to solve with a calculator, the student will catch and fix any entry error on 9 of 10 opportunities, up from 3 of 10.
A calculator is either an accommodation or a goal, and teams often blur the two. As an accommodation, the calculator lets a student show what they know about a different skill, such as setting up a word problem. As a goal, using the calculator well is the skill itself. Both can appear in the same IEP, but they are written in different places.
The 16 goals below treat calculator use as something to teach and measure. Each shows the condition, behavior, criterion with its denominator, an illustrative baseline and a link to its template. The numbers are illustrations, not benchmarks. For the wider set of math goals, start with the math IEP goals pillar.
Calculator goal or calculator accommodation
Ask one question: is the team trying to teach the student to use the calculator, or to let the calculator get out of the way?
| Calculator as accommodation | Calculator as a goal | |
|---|---|---|
| Purpose | Remove computation as a barrier | Build independent calculator use |
| Where it goes | Accommodations section | Annual goals |
| What is measured | The other skill (setup, reasoning) | Entry accuracy, checking, choosing operations |
| Typical student | Strong reasoning, weak fact recall | Gets wrong answers even with a calculator |
| Example | Calculator on word problem probes | Catches entry errors on 9 of 10 problems |
If a student gets wrong answers with a calculator, the accommodation is not working, and a goal is needed. The goal vs accommodation guide explains the general rule, and testing accommodations covers calculator use on state tests, where rules vary by state.
How to choose the right calculator goal
Watch the student solve 10 problems with a calculator and note each error.
| What you see | Sub-skill | Measure |
|---|---|---|
| Presses wrong keys, skips digits | Entering numbers | Items correct out of 10 |
| Right keys, wrong operation | Choosing the operation | Problems correct out of 10 |
| Accepts absurd answers (a $4 lunch costs $400) | Estimating and checking | Opportunities out of 10 |
| Fine on bare problems, lost on forms and receipts | Job and money tasks | Forms correct out of 5 or 10 |
| In Algebra 1 or Geometry | Graphing calculator procedures | Task analysis steps |
Goals for entering numbers and basic operations
- Keypad entry: Given a written number of 3 to 10 digits, such as a phone number or a price, the student will enter it on a calculator or phone keypad correctly for 10 of 10 items on 3 consecutive sessions. Baseline: 4 of 10. Template
- Addition and subtraction: Given 10 problems with two- to four-digit numbers, including money amounts, the student will enter each in the correct order and record the answer for 9 of 10. Baseline: 5 of 10. Template
- Multiplication and division: Given 10 multi-digit multiplication and division equations, the student will solve 9 of 10 with a calculator on 2 consecutive probes. Baseline: 5 of 10. Template
- Catching entry errors: Given 10 multi-digit problems during independent work, the student will check the display against the problem after each entry and fix any error on 9 of 10 opportunities. Baseline: 3 of 10. Template
Weak: "The student will use a calculator." Measurable: the entry error goal, which names the check and how many problems count.
Goals for money and job tasks
- Totals on a job form: Given an inventory sheet or weekly timesheet with 5 to 10 numbers and a calculator, the student will find the correct total on 5 of 5 forms across 2 weeks. Baseline: 2 of 5. Template
- Running balance: Given a starting balance, 8 to 10 deposits and purchases and a calculator, the student will keep a correct balance for 9 of 10 entries. Baseline: 4 of 10. Template
- Consumer problems: Given 10 problems with a discount, sales tax, a tip or simple interest and a calculator, the student will find the final amount for 8 of 10 on 3 weekly probes. Baseline: 2 of 10. Template
- Spreadsheet totals: Given a spreadsheet column of 5 to 15 numbers such as hours or expenses, the student will enter a sum formula and get the correct total on 9 of 10 columns. Baseline: 2 of 10. Template
Weak: "The student will use a calculator at work." Measurable: the job form goal, which names the documents, the tool and the count. For more money goals, see money IEP goals.
Goals for percents, formulas and estimating
- Percent of a number: Given 10 discount, tax or tip problems and a calculator, the student will find the percent of the amount for 8 of 10. Baseline: 3 of 10. Template
- Percent change: Given 10 before-and-after price or score situations and a calculator, the student will find the percent increase or decrease for 7 of 10. Baseline: 1 of 10. Template
- Circle formulas: Given 10 circles with a labeled radius or diameter, the student will use the pi key to find the circumference or area for 8 of 10. Baseline: 2 of 10. Template
- Estimate first: Given 10 multi-digit multiplication and division problems, the student will write an estimate before using the calculator and flag any answer far from it for 8 of 10. Baseline: 2 of 10. Template
Weak: "The student will check calculator answers for reasonableness." Measurable: the estimate first goal, which says what the student writes and when.
Goals for the graphing calculator
- Systems by graphing: Given a system of 2 linear equations and a graphing calculator, the student will complete 7 of 7 steps to find the intersection on 4 of 5 systems. Baseline: 2 of 7 steps. Template
- Quadratic zeros: Given a quadratic function and a graphing calculator, the student will complete 7 of 7 steps to find the zeros on 3 of 4 problems. Baseline: 2 of 7 steps. Template
- Function table: Given a linear or quadratic function, the student will build a table of values on the graphing calculator, completing 5 of 5 steps on 4 of 5 trials. Baseline: 1 of 5 steps. Template
- Pythagorean theorem with the square root key: Given 10 right triangles with two labeled sides, the student will use the square and square root keys to find the missing side for 8 of 10. Baseline: 1 of 10. Template
Weak: "The student will use a graphing calculator in Algebra 1." Measurable: the systems goal, which counts steps on a fixed number of problems.
How to measure calculator goals
Use the same calculator model on every probe; a phone calculator and a classroom calculator put keys in different places. Score percent accuracy for problem sets, opportunities for checking habits, and steps for graphing procedures. Weekly probes graphed over time show whether instruction is working.[2]
| Goal type | Method | Data sheet | How often |
|---|---|---|---|
| Entry, operations, percents | Percent accuracy | Accuracy data sheet | Weekly |
| Checking entries, estimating | Opportunities | Opportunity data sheet | Weekly |
| Graphing calculator | Task analysis | Task analysis data sheet | 2 times a week |
Add an error code column: K for key entry, O for wrong operation, R for an unreasonable answer accepted. A student whose errors shift from K to R is learning the keypad and needs estimation next.
Short-term objectives for calculator goals
For the consumer problems goal:
- By the first report, given 10 discount problems with 10%, 25% and 50% off, the student will find the sale price for 7 of 10.
- By the second report, given discount and sales tax problems, the student will find the final price for 7 of 10.
- By the annual review, given mixed discount, tax and tip problems, the student will find the final amount for 8 of 10.
Adapting calculator goals by grade band
| Grade band | Typical target | Notes | Example criterion |
|---|---|---|---|
| Grades 3 to 5 | Entry, basic operations, checking display | Pair with fact instruction, not instead of it | 9 of 10 problems |
| Middle school | Multi-step, percents, estimating first | Calculator as accommodation on problem solving probes | 8 of 10 problems |
| High school | Graphing calculator, formulas | Match the course calculator | 7 of 7 steps on 4 of 5 |
| Transition | Job forms, budgets, phone calculator | Use the student's own phone | 5 of 5 forms |
Templates for computation with a calculator are on the addition and subtraction goals page and the multiplication and division goals page. Older students still building facts may also need a regrouping goal or a calculation goal. Run each draft through the goal checker.
Frequently asked questions
Is a calculator an accommodation or a modification?
Usually an accommodation, because it changes how the student completes the work, not what the student must understand. On a test that measures computation, though, a calculator changes what is measured, and some states treat it differently. Check your state's testing manual.
Will a calculator stop my student from learning math facts?
Not if facts are taught on their own. Many teams keep a short daily fact routine and allow a calculator for multi-step work. The calculator keeps the student in grade-level problem solving while facts develop.
What calculator should the goal name?
Name the type, such as a four-function calculator, a phone calculator or the graphing calculator the course uses. Use the same one for every probe. For transition goals, the student's own phone is often the best choice.
Use it in IEP Atlas
- Addition and subtraction goals (math)
- Multiplication and division goals (math)
- Math IEP goals
- Accommodation in the IEP glossary
- IEP goal checker
Related guides
- IEP goals for math: calculation, problem solving and functional math
- IEP goals for regrouping, and how to teach it
- Functional math IEP goal examples for high school
- IEP goals for math calculation
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.