Math problem solving IEP goal examples

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A math problem solving IEP goal names the kind of word problem, what the student must show, and a criterion out of a fixed set. Example: given 10 mixed one-step and two-step word problems, the student will name the problem type, draw a diagram and solve 8 of 10 correctly, up from 3 of 10.

Problem solving goals are the hardest math goals to write well. "Will solve word problems with 80% accuracy" hides the real question: which part of the process breaks down. A student who cannot find the question needs a different goal from one who sets up the problem well and then miscounts.

Each of the 20 goals below targets one stage of the process, shows an illustrative baseline and links to the full template. The numbers are examples, not benchmarks. For the wider set of math goals (facts, computation, fractions, money), start with the math IEP goals pillar.

What a measurable problem solving goal includes

A problem solving goal needs the same four parts as any goal, plus one more detail: what counts as a correct answer.

Condition: the problem type, the number of steps, the number range and any tools (a calculator, a diagram template, a read-aloud).
Behavior: what the student writes, draws or says. "Solves" is too vague when you care about the setup.
Criterion: a count out of a fixed set, such as 8 of 10 problems, or rubric points out of a total.
Measurement: the probe, how often you give it and how you score it.

The IEP must state measurable annual goals and how progress on each will be measured.^[1] Decide what "correct" means before the baseline. Does a right setup with a wrong sum count? Is a missing label an error? Write the rule on the data sheet so two scorers agree.

How to choose the right problem solving goal

Score 10 word problems from recent work by stage, not just right or wrong. Mark where each one first went wrong. The stage with the most first errors is usually the goal.

Student profile	Where it breaks	Sub-skill to target	Measure
Reads the problem, then guesses an operation	Understanding	Find the question and the needed facts	Opportunities out of 10
Adds every number in the problem	Problem structure	Name the problem type	Problems set up correctly out of 10
Knows the type but writes the wrong equation	Representation	Draw a bar model or diagram	Diagrams that match, out of 10
Sets up well, makes computation slips	Solving	One-step or two-step accuracy, calculator allowed	Percent of problems correct
Gives absurd answers without noticing	Checking	Estimate and check reasonableness	Opportunities out of 5
Right answers, cannot show why	Explaining	Written solution	Rubric points
Starts strong, stops halfway	Routine	Follow a step routine	Task analysis steps

If computation is the real block, write a computation goal instead and allow a calculator in the problem solving goal. The math pillar has calculation goals.

Teach the structure: schema-based instruction

The federal practice guide on elementary math intervention recommends teaching students the structure of common word problem types, so they can sort a new problem into a known type.^[2] The response to intervention guide makes the same recommendation for problems that share an underlying structure.^[3] This approach is called schema-based instruction.

Problem type (schema)	What happens	Example	Diagram
Total (combine)	Parts make a whole	14 boys and 12 girls. How many students?	Part, part, whole bar
Difference (compare)	Two amounts are compared	Ana has 30 cards. Ben has 18. How many more does Ana have?	Two bars, gap marked
Change	An amount goes up or down	Ty had $20. He spent $7. How much is left?	Start, change, end
Equal groups	Groups of the same size	6 boxes with 8 pens each. How many pens?	Groups times size
Comparison (times as many)	One amount is a multiple of another	A dog weighs 3 times as much as a cat that weighs 9 lb.	Bar repeated 3 times
Ratio and rate	Two amounts change together	4 cups of flour for 2 batches. How many for 5?	Ratio table

For older students, the problem solving practice guide also recommends teaching students to monitor and reflect on their process, use visual representations and compare several strategies.^[4] Goals for checking and explaining come from those recommendations.

Goals for understanding the problem

These suit students who start computing before they know what is being asked.

Finding the question: Given 10 one-step word problems read aloud, the student will underline and restate the question in their own words for 8 of 10 on 3 consecutive weekly probes. Baseline: 3 of 10. Template
Needed and extra information: Given 10 word problems that each include one extra number, the student will cross out the extra information and circle the needed facts for 9 of 10 problems (90%). Baseline: 4 of 10. Template
Retelling: Given a story problem read aloud, the student will retell who, what and the question before solving on 5 of 6 trials across 2 sessions. Baseline: 1 of 6. Template
Enough information: Given 10 problems, 3 of which are missing a needed fact, the student will say whether each can be solved and name what is missing on 8 of 10. Baseline: 3 of 10. Template

Weak: "The student will read word problems carefully." Measurable: the extra information goal, which says what the student marks and how many problems count.

Goals for representing and setting up the problem

Naming the problem type: Given 10 mixed additive word problems, the student will name the schema (total, difference or change) before solving for 8 of 10 on 3 of 4 weekly probes. Baseline: 4 of 10. Template
Bar models: Given 10 word problems, the student will draw a bar model that matches the problem structure for 8 of 10 on 2 consecutive probes. Baseline: 2 of 10. Template
Matching a picture model: Given a story problem and 3 picture models, the student will choose the matching model on 17 of 20 items (85%). Baseline: 6 of 20. Template
Mixed schema sets: Given a mixed set of 10 one-step and two-step problems, the student will name the schema, draw the diagram and solve 8 of 10 correctly on 3 weekly probes. Baseline: 3 of 10. Template

Weak: "The student will use strategies to solve problems." Measurable: the bar model goal, which names the strategy and how a match is judged.

Goals for solving one-step and two-step problems

One-step addition and subtraction: Given 10 one-step problems within 100, the student will write the equation and the labeled answer for 9 of 10 on 3 consecutive probes. Baseline: 4 of 10. Template
One-step multiplication and division: Given 10 one-step equal groups and comparison problems with a multiplication chart, the student will solve 8 of 10 on 2 consecutive probes. Baseline: 3 of 10. Template
Two-step mixed operations: Given 8 two-step problems that use two different operations, the student will solve 6 of 8 (75%) on 3 of 4 weekly probes. Baseline: 2 of 8. Template
Two-step within 20: Given 10 two-step story problems within 20 and counters, the student will solve 8 of 10 across 3 sessions. Baseline: 2 of 10. Template

Weak: "The student will solve two-step problems with 80% accuracy." Measurable: the mixed operations goal, which gives the denominator (8 problems) and a criterion set from the baseline.

Goals for checking and explaining

Estimating first: Given 5 multi-digit word problems, the student will write an estimate, solve, and state whether the answer is reasonable on 4 of 5, for 3 consecutive weeks. Baseline: 1 of 5. Template
Second method: Given 5 solved problems, the student will check each with a second strategy, such as the inverse operation on 4 of 5. Baseline: 0 of 5. Template
Explaining a solution: Given a solved word problem, the student will explain the steps in writing, scoring 5 of 6 points on a 3-point, 2-part rubric on 3 of 4 samples. Baseline: 2 of 6. Template
Self-check checklist: Given a 4-item self-check card after each multi-step problem, the student will complete every item and fix any error found on 4 of 5 problems. Baseline: 1 of 5. Template

Weak: "The student will check work." Measurable: the second method goal, which says how the student checks and how many problems count.

Goals for routines and real-world problems

Problem solving routine: Given a word problem and a step card (read, find the question, name the type, draw, solve, check, label), the student will complete 7 of 7 steps without prompts on 4 of 5 problems. Baseline: 3 of 7 steps. Template
Picture-supported routine: Given a picture routine card and a word problem with visuals, the student will complete 5 of 5 routine steps with no more than one gesture prompt. Baseline: 1 of 5. Template
Unit rate: Given 10 ratio and unit rate problems, the student will find the unit rate and use it to answer the question for 8 of 10 on 2 consecutive probes. Baseline: 3 of 10. Template
Consumer math: Given 10 problems with discount, sales tax or tip and a calculator, the student will find the final amount for 8 of 10 on 3 weekly probes. Baseline: 3 of 10. Template

Weak: "The student will apply math to real life." Measurable: the consumer math goal, which names the problem types and the tool. For money and community goals, see functional math IEP goals for high school.

Math problem solving goals for 6th grade

Grade 6 problems shift to ratios, rates, percents and expressions. The four goals that most often fit a 6th grader with a problem solving goal:

Need	Goal	Template
Ratio and unit rate	Find the unit rate and use it, 8 of 10	Unit rate template
Extra information	Solve problems with extra numbers, 8 of 10	Extra information template
Multi-step written work	Full written solution, 9 of 12 rubric points	Multi-step template
One-step equations	Write and solve a one-step equation, 8 of 10	Equation template

Use grade 6 problem contexts, but set the number range from the baseline. If the student is still building facts, allow a calculator and keep the goal about the setup. The middle school problem solving goals page has more.

How to measure progress on problem solving goals

Use a fixed probe: the same number of problems, the same mix of types, and new numbers each time. Score it the same way every week. Repeated short probes graphed over time are how a team sees whether the goal is on track.^[5]

Goal type	Method	Data sheet	How often
Problems correct	Percent accuracy out of 8 or 10	Accuracy data sheet	Weekly
Setup or checking steps	Opportunities out of a set	Opportunity data sheet	Weekly
Written solutions	Rubric points	Rubric scoring data sheet	Every 2 to 4 weeks
Step routines	Task analysis	Task analysis data sheet	2 times a week

On the accuracy sheet, add a column for the stage where each wrong problem broke down. After 4 weeks you can see whether the errors are moving from setup to computation, which is progress even if the score is flat.

Short-term objectives for problem solving goals

Step the goal by support or by problem difficulty. For the mixed schema goal:

By the first report, given only total and change problems and a diagram template, the student will solve 7 of 10.
By the second report, given all three additive types and the template, the student will solve 7 of 10.
By the annual review, given mixed one-step and two-step problems with no template, the student will solve 8 of 10.

See the short-term objectives guide for other ways to break a goal down.

Adapting problem solving goals by grade band

Grade band	Typical problems	Supports to name in the condition	Example criterion
K to 2	One-step within 20, acted out	Counters, pictures, read-aloud	5 of 6 trials
Grades 3 to 5	One-step and two-step, all four operations	Diagram template, multiplication chart	8 of 10 problems
Middle school	Ratios, percents, multi-step, equations	Calculator, step card	9 of 12 rubric points
High school	Consumer, job and budget problems	Calculator, real documents	8 of 10 problems

Grade hubs list more: grades 3 to 5 math goals and middle school math goals. The full set of templates is on the problem solving goals page. Paste your draft into the goal checker before the meeting.

Frequently asked questions

What is a good IEP goal for math word problems?

One that targets the stage where the student breaks down. If the student adds every number, write a goal for naming the problem type and drawing a diagram, scored as problems set up correctly out of 10, rather than a general accuracy goal.

Can a student use a calculator on a problem solving goal?

Yes, if the goal is about setting up and solving the problem rather than computation. Name the calculator in the condition so every probe uses the same support. Write a separate computation goal if facts are also a need.

How do I score a word problem with the right setup but a wrong answer?

Decide before the baseline and write the rule on the data sheet. For a setup goal, count a correct equation or diagram as correct. For a solving goal, the answer must be right and labeled. A rubric can give credit for each part.

Use it in IEP Atlas

Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades, What Works Clearinghouse, Institute of Education Sciences
Assisting Students Struggling with Mathematics: RtI for Elementary and Middle Schools, What Works Clearinghouse, Institute of Education Sciences
Improving Mathematical Problem Solving in Grades 4 Through 8, 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.