IEP goals for decimals and percent
By the IEP Atlas editorial teamLast updated
Short answer
A decimals IEP goal names the place value range (tenths, hundredths, thousandths), the task and a criterion out of a fixed set. Example: given 20 pairs of decimals to the hundredths, including pairs like 0.4 and 0.38, the student will compare 18 of 20 correctly on 3 weekly probes, up from 9 of 20.
Decimal errors are rarely about arithmetic. They come from one idea learned wrong: that a longer decimal is a bigger number. A student who thinks 0.38 is more than 0.4 will line up decimals wrong, round wrong and misread prices. Goals that start with decimal meaning prevent a year of procedure goals that do not stick.
The 24 goals below run from naming tenths on a grid to finding percent change with a calculator. 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 other math areas, see the math IEP goals pillar.
Why decimal meaning comes first
The federal fractions practice guide treats decimals and percents as part of the same number system as fractions, and recommends number lines so students see that each one is a number with a size.[1] It also recommends helping students understand why procedures work, such as why decimal points line up when adding. That advice shapes the order of goals below: place value and comparing before operations.
How to choose the right decimal goal
Give a 15-item screener: 5 comparisons, 5 additions with different decimal lengths, 5 conversions. Code the errors.
| What you see | Sub-skill | Measure |
|---|---|---|
| Says 0.38 is more than 0.4 | Decimal place value and comparing | Pairs correct out of 20 |
| Lines up digits on the right, not the decimal point | Adding and subtracting decimals | Problems correct out of 10 |
| Decimal point in the wrong place after multiplying | Multiplying and dividing decimals | Problems correct out of 10 |
| Cannot connect 3/4, 0.75 and 75% | Converting forms | Items correct out of 20 |
| Sets up discount or tax problems wrong | Percent problems | Problems correct out of 10 |
| Reads $4.05 as "four dollars and five" with no sense of cents | Decimals with money | Opportunities out of 10 |
Goals for decimal place value
- Naming decimals from models: Given 10 shaded tenths or hundredths grids, the student will write the decimal for 9 of 10. Baseline: 3 of 10. Template
- Value of a digit: Given 10 decimals to the thousandths with one digit underlined, the student will name the value of the digit for 9 of 10 on 2 consecutive probes. Baseline: 4 of 10. Template
- Three forms: Given 10 decimals read aloud, the student will write each in standard, word and expanded form for 8 of 10. Baseline: 3 of 10. Template
- Money and models: Given a decimal from 0.01 to 2.99 and a tray of dollars, dimes and pennies, the student will show the amount on 8 of 10 opportunities. Baseline: 3 of 10. Template
Weak: "The student will understand decimals." Measurable: the money and models goal, which ties tenths and hundredths to dimes and pennies the student can count.
Goals for comparing, ordering and rounding decimals
- Comparing and ordering: Given 20 pairs of decimals to the hundredths, including pairs with different numbers of digits, the student will compare 18 of 20 correctly on 3 weekly probes. Baseline: 9 of 20. Template
- Decimals on a number line: Given 10 decimals to the hundredths and a 0 to 1 number line marked in tenths, the student will place 8 of 10 within one hundredth. Baseline: 3 of 10. Template
- Rounding decimals: Given 10 decimals to the thousandths and a stated place, the student will round 9 of 10 correctly. Baseline: 4 of 10. Template
- Fractions, decimals and percents on one line: Given 10 sets of 3 to 4 numbers in mixed forms, the student will order each set from least to greatest for 8 of 10. Baseline: 2 of 10. Template
Weak: "The student will compare decimals with 80% accuracy." Measurable: the comparing goal, which names the trap (different numbers of digits) and the set size.
Goals for adding and subtracting decimals
- Aligning decimal points: Given 10 problems with decimals to the hundredths and different numbers of decimal places, the student will align the points and solve 8 of 10 on 3 weekly probes. Baseline: 3 of 10. Template
- Hundredths grid: Given 10 decimal addition and subtraction problems and a hundredths grid, the student will model and solve 8 of 10. Baseline: 2 of 10. Template
- Tenths and hundredths as fractions: Given 10 problems adding tenths and hundredths written as fractions, such as 3/10 plus 4/100, the student will rename and add for 8 of 10. Baseline: 2 of 10. Template
- Decimal word problems: Given 10 one- and two-step word problems with decimals in money, measurement and sports, the student will solve 7 of 10. Baseline: 2 of 10. Template
Weak: "The student will add decimals." Measurable: the aligning goal, which names the hard case (different numbers of places) and the count.
Goals for multiplying and dividing decimals
- Multiplying and dividing decimals: Given 10 problems with decimals to the hundredths, including money amounts, the student will place the decimal point correctly in 8 of 10 answers. Baseline: 3 of 10. Template
- Powers of ten: Given 20 problems multiplying and dividing decimals by 10, 100 and 1,000, the student will solve 18 of 20 and explain the shift in place value. Baseline: 8 of 20. Template
- Decimal quotients: Given 10 division problems, the student will divide until the remainder is zero and write the decimal quotient for 7 of 10. Baseline: 1 of 10. Template
- Estimating products and quotients: Given 10 decimal problems, the student will estimate each answer first and use it to check the decimal point for 8 of 10. Baseline: 2 of 10. Template
Weak: "The student will multiply decimals correctly." Measurable: the estimating goal, which gives the student a check for the error that causes most wrong answers.
Goals for converting fractions, decimals and percents
- Converting forms: Given 20 numbers written as fractions, decimals or percents, the student will convert each to the other two forms for 17 of 20. Baseline: 6 of 20. Template
- Fractions to decimals by dividing: Given 10 fractions with denominators to 12, including repeating ones such as 1/3, the student will divide to find the decimal for 8 of 10. Baseline: 2 of 10. Template
- Mental percent benchmarks: Given 10 amounts under $100 and a benchmark percent (10%, 25% or 50%), the student will find the amount mentally for 8 of 10. Baseline: 3 of 10. Template
- Percents on documents: Given 10 questions about nutrition labels, pay stubs, sale signs and forecasts, the student will read the percent and answer 9 of 10. Baseline: 4 of 10. Template
Weak: "The student will convert fractions, decimals and percents." Measurable: the converting goal, which gives the set size and requires all three forms.
Goals for percent problems
- 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: 2 of 10. Template
- What percent: Given 10 part-whole situations such as test scores or free throws, the student will write the part as a percent for 8 of 10. Baseline: 2 of 10. Template
- Finding the whole: Given 10 problems that give a part and a percent, the student will find the whole for 7 of 10 with a calculator. Baseline: 1 of 10. Template
- Percent change: Given 10 before-and-after situations, the student will find the percent increase or decrease for 7 of 10. Baseline: 1 of 10. Template
Weak: "The student will solve percent problems." Measurable: the percent of a number goal, which names the contexts, the tool and the count.
How to measure decimal goals
Score percent accuracy on fixed sets of 10 or 20 items with new numbers each week. Keep the item mix stable: if 5 of 20 comparisons have different lengths in week 1, keep 5 of 20 every week. Weekly probes graphed over time show whether instruction is working.[2]
Filled-in example for the comparing goal on the accuracy data sheet:
| Date | Correct out of 20 | Errors on different-length pairs | Notes |
|---|---|---|---|
| Feb 3 | 9 | 9 of 10 | "Longer is bigger" |
| Feb 10 | 8 | 10 of 10 | |
| Feb 17 | 10 | 8 of 10 | Baseline median 9 |
| Feb 24 | 13 | 5 of 10 | Hundredths grids and money models |
| Mar 3 | 15 | 4 of 10 | Annexing zeros (0.40 vs 0.38) |
| Mar 10 | 17 | 2 of 10 |
| Goal type | Method | Data sheet | How often |
|---|---|---|---|
| Place value, comparing, operations, percents | Percent accuracy | Accuracy data sheet | Weekly |
| Money and model tasks | Opportunities | Opportunity data sheet | 2 times a week |
Short-term objectives for decimal goals
For the comparing goal:
- By the first report, given 20 pairs of decimals with the same number of places, the student will compare 17 of 20.
- By the second report, given pairs that mix tenths and hundredths, with a hundredths grid available, the student will compare 16 of 20.
- By the annual review, given mixed pairs to the hundredths without a grid, the student will compare 18 of 20.
Adapting decimal goals by grade band
| Grade band | Typical target | Supports | Example criterion |
|---|---|---|---|
| Grade 4 | Tenths and hundredths, decimals as fractions | Grids, money | 9 of 10 items |
| Grade 5 | Thousandths, comparing, rounding, operations | Place value chart | 18 of 20 pairs |
| Middle school | Conversions, percent problems, decimal division | Calculator for percent problems | 8 of 10 problems |
| High school and transition | Prices, discounts, tax, pay stubs | Calculator, real documents | 9 of 10 questions |
Fraction goals that come before decimals are on the fractions goals page. Decimal computation also appears in math calculation IEP goals, and money applications in money IEP goals. For conceptual goals across fractions and decimals, see math concepts and applications goals. Run each draft through the goal checker.
Frequently asked questions
Why do students think 0.38 is bigger than 0.4?
They apply whole number thinking: 38 is more than 4. Hundredths grids, money (38 cents versus 40 cents) and writing 0.4 as 0.40 help students see the size of each decimal. A comparing goal with mixed-length pairs targets this directly.
Should decimals come before or after fractions in an IEP?
Most curricula introduce tenths and hundredths as fractions first, then as decimals. If the student does not yet understand fractions as numbers, a fraction goal may need to come first. The two can also run side by side with shared models.
Can a percent goal allow a calculator?
Yes, when the goal measures setting up the problem. Name the calculator in the condition. Keep a separate mental benchmark goal, such as finding 10% or 50%, if quick estimates matter for shopping.
Use it in IEP Atlas
- Fractions goals (math)
- Number sense goals (math)
- Math IEP goals
- Percent accuracy measurement guide
- IEP goal checker
Related guides
- IEP goals for math: calculation, problem solving and functional math
- Functional math IEP goal examples for high school
- IEP goals for math calculation
- IEP goals for math concepts and applications
- Fractions IEP goals
Sources
- Developing Effective Fractions Instruction for Kindergarten Through 8th Grade, What Works Clearinghouse, Institute of Education Sciences
- 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.