Present levels examples for math

Math present levels are often the vaguest part of an IEP. "Below grade level in math" covers a student who cannot count past 10 and a student who computes well but cannot set up a word problem. Those students need different goals. The present levels have to say which one you have.

The 12 examples below run from kindergarten counting to high school money skills. Each pairs a weak statement with a strong rewrite, the probe data behind it, and a note on what makes it work. The students and numbers are invented. They show the format and are not norms or targets.

For the parts every present levels statement needs, start with the pillar guide on present levels of performance. The word problem example in the general present levels examples covers choosing the operation, so it is not repeated here.

Choosing the right math data

The law asks present levels to show how the disability affects progress in the general curriculum.^[1] In math, that means naming the skill inside the grade-level work the student cannot yet do. Pick the measure from the skill.

A computation probe scored in digits correct per minute gives partial credit for partly correct answers. That makes small gains visible across the year.

Early number and number sense

Example 1: Counting objects, kindergarten

Weak: "Lucia cannot count."

Strong: "Lucia counts aloud from 1 to 15 without errors. In October, when asked to count sets of 5 to 10 objects, she counted correctly in 3 of 10 trials. She skips objects or counts one object twice when items are not in a line. She answers 'how many' correctly after counting in 2 of the 3 correct trials. Lucia needs to touch each object once while counting and say the last number as the total."

Data behind it: 10 trials across three sessions; 3 correct.

Why it works: It separates rote counting (a strength) from one-to-one counting (the need). The touch each object once template fits the baseline.

Example 2: Place value, grade 2

Weak: "Ben has weak number sense."

Strong: "On three sets of 10 place value items in September, Ben wrote two-digit numbers in expanded form or named the value of a digit correctly on a median of 4. He reads and writes numbers to 100. He names the digit in the tens place but says its value is the digit itself, so 47 is '4 and 7.' This leads to errors when he adds two-digit numbers in class. Ben needs to name the value of each digit in two- and three-digit numbers."

Data behind it: 3, 4 and 6 of 10.

Why it works: The quote from the student shows the misconception. A teacher reading it knows what to model first. See write numbers in expanded form.

Example 3: Number line placement, grade 3

Weak: "Chloe struggles with estimation."

Strong: "On three sets of 8 items in October, Chloe placed numbers on an empty 0 to 100 number line within 10 of the correct spot on a median of 3. She places small numbers well but bunches 50 to 100 near the right end. She rounds to the nearest ten correctly when given a number line with tens marked. In class, she cannot judge if an answer like 340 for 38 + 29 makes sense. Chloe needs to place and compare numbers on an open number line."

Data behind it: 2, 3 and 4 of 8.

Why it works: It gives a scoring rule (within 10) so two adults score it the same. Number lines are one of the recommended tools in the federal practice guide for elementary math intervention.^[2] See place numbers on an empty number line.

Facts and computation

Example 4: Addition and subtraction facts, grade 3

Weak: "Lucas doesn't know his math facts."

Strong: "On three 2-minute mixed addition and subtraction fact probes within 20 in September, Lucas wrote a median of 14 digits correct. He answers every fact correctly when he counts on his fingers, but this takes 8 to 10 seconds per fact. In class, he finishes about 4 of 12 multi-digit problems in the work period because each step needs a fact. Lucas needs quick recall of addition and subtraction facts within 20."

Data behind it: 11, 14 and 16 digits correct.

Why it works: It shows that accuracy is fine and speed is the need. That steers the goal toward fluency, not concepts. See write addition facts on a timed probe.

Example 5: Multiplication facts, grade 5

Weak: "Mia needs to memorize her times tables."

Strong: "On three 2-minute multiplication probes with factors 0 to 10 in October, Mia wrote a median of 21 digits correct. She knows her 0, 1, 2, 5 and 10 facts on sight. She skip counts for 6, 7, 8 and 9 facts and often loses her place. In grade 5 fraction and division lessons, she spends most of the work time on the facts inside each problem. Mia needs fluent recall of 6, 7, 8 and 9 facts."

Data behind it: 18, 21 and 25 digits correct.

Why it works: It names which facts are known and which are not. The goal can target a defined set. See write multiplication facts on a timed probe.

Example 6: Long division steps, grade 6

Weak: "Andre has trouble with division."

Strong: "On five long division problems with a one-digit divisor in October, Andre completed a median of 3 of 6 steps correctly using the class checklist (divide, multiply, subtract, bring down, repeat, check). He divides and multiplies correctly. He skips 'bring down' and stops after the first digit of the answer. His multiplication facts are fluent. Andre needs to complete all six steps of long division in order."

Data behind it: step scores of 2, 3, 3, 4 and 3 of 6.

Why it works: A task analysis shows which step breaks. The long division template scores the same six steps.

Fractions and problem solving

Example 7: Fractions on a number line, grade 4

Weak: "Nora doesn't understand fractions."

Strong: "On three sets of 8 items in November, Nora marked unit fractions and fractions with denominators of 2, 3, 4 and 8 on a number line correctly on a median of 3. She names fractions from shaded area models correctly 9 of 10 times. On the number line, she counts tick marks instead of spaces. On a line from 0 to 1 cut into fourths, she counts 5 marks and labels the first mark after zero as 1/5. Nora needs to place fractions on a number line by counting equal parts."

Data behind it: 2, 3 and 4 of 8.

Why it works: It records a strength with area models and the exact error on the number line. The federal fractions practice guide treats the number line as a central tool for teaching that fractions are numbers.^[4] See locate fractions on a number line.

Example 8: Comparing fractions, grade 5

Weak: "Kai gets confused with fractions."

Strong: "On three sets of 10 fraction comparison items in October, Kai used <, > or = correctly on a median of 5. He compares fractions with the same denominator correctly. With unlike denominators, he picks the fraction with the larger denominator as larger, so he marks 1/8 > 1/3. He can draw fraction bars when asked but does not use them on his own. Kai needs to compare fractions with unlike denominators using a model or a benchmark such as 1/2."

Data behind it: 4, 5 and 6 of 10.

Why it works: It names the rule Kai is wrongly applying. See compare fractions.

Example 9: Multi-step word problems, grade 7

Weak: "Sam needs help with problem solving."

Strong: "On three sets of 4 two-step word problems in October, Sam scored a median of 5 of 16 points on the department's 4-point solution rubric. He computes accurately. He solves the first step and gives that number as the answer. He does not write what the problem asks before he starts. In grade 7 math, most test items are multi-step, so his test scores are well below his homework scores. Sam needs a routine to plan each step and check the answer."

Data behind it: 4, 5 and 7 of 16 points.

Why it works: The rubric is the department's, so goal and grades line up. Teaching students to monitor and reflect while solving is one of the recommendations in the grades 4 to 8 practice guide.^[3] See solve multi-step word problems.

Algebra and functional math

Example 10: One-step equations, grade 8

Weak: "Elena is not ready for algebra."

Strong: "On three sets of 8 one-step equations with whole numbers in September, Elena solved a median of 3 correctly. She solves equations that use addition. With subtraction, multiplication and division, she applies the same operation instead of the inverse. When she uses the class undo-steps checklist, she solves 6 of 8. Elena needs to solve one-step equations with all four operations using inverse operations."

Data behind it: 2, 3 and 3 of 8, plus one checklist trial of 6 of 8.

Why it works: It shows the effect of a support. The team can decide whether the goal includes the checklist. See solve equations using an undo-steps checklist.

Example 11: Elapsed time, grade 5

Weak: "Will can't tell time."

Strong: "Will reads analog and digital clocks to the minute. On three sets of 6 elapsed time problems in October, he found the end time or the time elapsed correctly on a median of 2. He counts minutes correctly until the hour changes, then restarts at zero. He relies on teachers to tell him when to leave for his pull-out sessions. Will needs to find elapsed time across the hour using a number line or clock."

Data behind it: 1, 2 and 3 of 6.

Why it works: "Can't tell time" was wrong. The data shows he can, and finds the real gap. See find elapsed time and end times.

Example 12: Money in the community, grade 11 life skills

Weak: "Destiny has limited money skills."

Strong: "During six community store trips in September and October, Destiny paid for one or two items using the next-dollar strategy correctly on 4 of 12 purchases. She identifies dollar bills and reads prices to $9.99. She hands over all her money when the price has cents, then waits for change without checking it. She wants to buy her own lunch at the cafe near her job site. Destiny needs to pay with the next dollar for prices up to $10."

Data behind it: 12 purchases across six trips; 4 correct.

Why it works: It measures the skill where she uses it, and the impact links to her own goal. See pay using the next-dollar strategy.

How to measure progress on math goals

Keep the present levels probe as the progress probe. If the baseline is a 2-minute fact probe, each check is a 2-minute fact probe on the same fact set.

• Fact fluency: a 1 or 2 minute probe each week. Graph digits correct.
• Procedures: score the same step checklist on 3 to 5 problems every two weeks.
• Concepts and problem solving: a short untimed set or rubric-scored problems every two weeks.
• Functional math: count correct opportunities on each community or classroom trip.

The accuracy data sheet works for problem sets. The task analysis data sheet fits long division and next-dollar purchases, where you score each step. More goal wording is on the math goals hub.

Adapting math present levels by grade

Printable quick reference

This table holds all 12 examples on one page. Copy or print it freely; no email or sign-up is needed.

Before the meeting, draft the goal from the statement and check it with the goal checker. For writing present levels in other areas, see the writing examples and the behavior examples. If fine motor problems are slowing written math work, the OT present levels examples show how to report that separately.

Frequently asked questions

Use it in IEP Atlas

• Math IEP goals
• Addition and subtraction goals
• Fractions goals
• Digits correct per minute in the IEP glossary
• Baseline in the IEP glossary
• IEP goal checker

Related guides

• Present levels of performance (PLAAFP): what to include, with examples
• Present levels examples for writing
• Present levels examples for behavior
• Present levels examples for OT and fine motor
• Present levels (PLAAFP) examples that lead to measurable goals

Sources

1. 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
2. Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades, What Works Clearinghouse, Institute of Education Sciences
3. Improving Mathematical Problem Solving in Grades 4 Through 8, What Works Clearinghouse, Institute of Education Sciences
4. Developing Effective Fractions Instruction for Kindergarten Through 8th Grade, What Works Clearinghouse, Institute of Education Sciences

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.