Math IEP goals for ADHD
118 math templates across 9 skills: math problem solving, addition & subtraction, patterns, data & graphs, algebra & equations, multiplication & division, geometry & spatial reasoning, measurement, time & money, number sense, fractions. Each opens in the builder with a matching data sheet.
118 templates · 9 skills · K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Math Problem Solving Math
Follow a problem-solving routine for word problems
Problem-solving routine
By the annual IEP review date, given a one- or two-step word problem during independent math work, the student will complete the steps of the taught problem-solving routine without a cue card, performing at least 8 of 9 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Solve multi-step word problems with a complete written solution
Multi-step word problems
By the annual IEP review date, given a two-step word problem that requires two different operations, the student will write a complete solution that shows a plan, the work for each step, and a labeled answer independently, earning a score of at least 9 out of 12 on a 4-row multi-step problem rubric (0–3 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Write addition facts on a timed probe
Addition fact fluency
By the annual IEP review date, given a 2-minute probe of mixed addition facts with sums to 20 (total divided by 2 for the per-minute rate), the student will write the answer to each addition fact independently at a rate of at least 20 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Follow the steps of multi-digit subtraction with regrouping
Multi-digit subtraction procedure
By the annual IEP review date, given a three-digit subtraction problem that requires regrouping, including across a zero, the student will complete each step of the written subtraction procedure without a cue card, performing at least 7 of 8 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Find information in a table or chart
Reading tables and charts
By the annual IEP review date, given a table with 4 to 6 rows and 3 to 4 columns and 10 questions that each require locating one cell, the student will locate the row and column named in each question and write the value independently with at least 90% accuracy on table questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Read a line graph and describe the trend
Line graphs
By the annual IEP review date, given a line graph showing one quantity over time and 5 questions, including reading values and describing the change between two points, the student will read values from the graph and state whether the quantity increased, decreased or stayed the same between two points independently with at least 85% accuracy on line graph questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Algebra & Equations Math
Combine like terms to simplify expressions
Variables and expressions
By the annual IEP review date, given 10 expressions with 3 to 5 terms using one variable and constants, the student will circle or color like terms and write the simplified expression independently with at least 85% accuracy on expressions to simplify, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Expand expressions with the distributive property
Variables and expressions
By the annual IEP review date, given 10 expressions of the form a number times a sum or difference in parentheses, with whole numbers, the student will draw arrows from the outside factor to each inside term and write the expanded expression independently with at least 85% accuracy on distributive property expressions, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Write multiplication facts on a timed probe
Multiplication fact fluency
By the annual IEP review date, given a 2-minute probe of mixed multiplication facts with factors 0 to 10 (total divided by 2 for the per-minute rate), the student will write the product for each fact independently at a rate of at least 25 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Multiply multi-digit numbers and show the written work
Multi-digit multiplication
By the annual IEP review date, given 8 two-digit by two-digit multiplication problems, the student will show the partial products or regrouping and write the product for each problem independently with at least 75% accuracy on multi-digit multiplication problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Find the perimeter of a polygon
Perimeter
By the annual IEP review date, given 10 polygons with all side lengths labeled, the student will add the side lengths and write the perimeter with its unit independently with at least 85% accuracy on perimeter problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Plot and name points on a coordinate grid
Coordinate plane
By the annual IEP review date, given 10 ordered pairs and a first-quadrant grid, the student will plot each point on the grid and label it with its ordered pair independently with at least 90% accuracy on points, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Find elapsed time and end times
Elapsed time
By the annual IEP review date, given 10 elapsed-time problems with start and end times on the same clock side of noon, in whole hours and half hours, the student will write the elapsed time or the end time for each problem independently with at least 80% accuracy on elapsed-time problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Find dates and count days on a calendar
Reading a calendar
By the annual IEP review date, given a monthly calendar and 10 questions such as "what day of the week is the 14th?" or "how many days until the field trip?", the student will answer each question by locating the date on the calendar independently with at least 90% accuracy on calendar questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Number Sense Math
Order a set of numbers from least to greatest
Ordering whole numbers
By the annual IEP review date, given 10 sets of 4 to 5 numbers within 1,000, including numbers with different numbers of digits, the student will write the numbers in order from least to greatest independently with at least 80% accuracy on ordered sets, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Round whole numbers to the nearest ten, hundred or thousand
Rounding whole numbers
By the annual IEP review date, given 10 whole numbers within 10,000 and a stated place to round to (ten, hundred or thousand), the student will write the rounded number for each item independently with at least 85% accuracy on rounding items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
All 9 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Number sense, operations, fractions, and problem solving. Students with ADHD are most often served under Other Health Impairment, and the goals that follow are the executive function, attention, and self-management goals that teams write most. Each one uses a unit that fits the behavior: seconds for starting work, minutes for staying engaged, and percent for work turned in.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 8 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 7 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 75 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 9 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 19 goals here
Frequently asked questions
Does a student with ADHD automatically get an IEP?
No. ADHD is not its own IDEA category. A student may qualify under Other Health Impairment when the condition affects educational performance and the student needs specially designed instruction. Some students are served with a Section 504 plan instead. The evaluation team decides.
What makes an attention goal measurable?
A clear definition of the behavior (eyes on task, materials in hand, responding when asked), a defined observation period, and a numeric criterion such as minutes engaged or intervals on task. 'Will pay attention' is not measurable; 'will remain engaged for 15 of 20 minutes of independent work' is.
How are math goals measured for students with ADHD?
With accuracy on problem sets, digits correct per minute on fact probes, and percent of word problems solved with a defined strategy. The goal states whether tools such as number lines or calculators are part of the condition.
Should math goals be timed?
Rate measures suit fact fluency; accuracy measures suit computation and problem solving. If timing is a barrier for the student, choose accuracy with a fixed item set.
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