Math IEP goals for Autism
93 math templates across 9 skills: measurement, time & money, geometry & spatial reasoning, math problem solving, number sense, patterns, data & graphs, addition & subtraction, algebra & equations, multiplication & division, fractions. Each opens in the builder with a matching data sheet.
93 templates · 9 skills · Pre-K, 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.
Read a digital clock and match it to an analog clock
Digital clocks and matching times
By the annual IEP review date, given 10 digital times shown on a clock or a phone screen, the student will read each digital time aloud as hours and minutes independently with at least 95% accuracy on digital times, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Name the day, month and date during the calendar routine
Calendar: days, months and today
By the annual IEP review date, during the daily calendar routine, when asked what day it is, what day was yesterday, and what day tomorrow will be, the student will say or select the day of the week, yesterday and tomorrow independently in at least 4 of 5 opportunities, on 4 of 5 consecutive school days, as measured by opportunity-by-opportunity data collected daily during the calendar routine.
Match identical shapes
Matching shapes
By the annual IEP review date, given a shape card and a choice of 3 shape cards, one of which is identical, the student will place the shape card on the identical shape independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Point to and name basic two-dimensional shapes
Identifying basic 2D shapes
By the annual IEP review date, given a field of 4 shapes (circle, square, triangle, rectangle) and the name of one shape, the student will point to the named shape independently with at least 90% accuracy on shape identifications, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Math Problem Solving Math
Find totals and determine if there is enough money
Money problems with a calculator
By the annual IEP review date, given 10 shopping scenarios with 2 to 4 priced items and a set amount of money, the student will use a calculator to find the total cost and state whether there is enough money independently with at least 80% accuracy on shopping scenarios, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Act out a story problem with objects
Acting out story problems
By the annual IEP review date, given a spoken one-step story problem within 10 and a set of matching objects (for example, toy cars for a story about cars), the student will show the story with the objects and state the answer independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Number Sense Math
Match a set of objects to the numeral
Matching quantities to numerals
By the annual IEP review date, given a set of 1 to 10 objects and a choice of three numeral cards, the student will select the numeral that matches the quantity independently with at least 90% accuracy on quantity-numeral matches, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Compare two sets and say which has more
Comparing sets (more, fewer, same)
By the annual IEP review date, given two sets of 1 to 10 objects placed side by side, the student will say or point to the set that has more, the set that has fewer, or state that the sets are the same independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Copy and extend a two-part repeating pattern
Copying and extending AB patterns
By the annual IEP review date, given a model of an AB pattern made with 6 to 8 colored cubes or shapes and a supply of matching pieces, the student will build a copy of the pattern piece by piece directly under the model independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Extend and create ABB, AAB and ABC patterns
Extending and creating complex repeating patterns
By the annual IEP review date, given a repeating pattern with an ABB, AAB or ABC unit shown twice and space to continue it, the student will independently add the next 6 pieces so the pattern continues without a break and state the unit that repeats in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Combine or take away objects to find the total
Joining and separating sets with objects
By the annual IEP review date, given two sets of 1 to 5 objects and the direction to put them together and tell how many, the student will combine the sets, count all the objects once, and state the total independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Add and subtract multi-digit numbers with a calculator
Calculator addition and subtraction
By the annual IEP review date, given 10 addition and subtraction problems with two- to four-digit numbers, including money amounts, the student will enter each problem on a calculator in the correct order and record the displayed answer independently with at least 90% accuracy on calculator problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Algebra & Equations Math
Write an expression for a growing tile pattern
Patterns and functions
By the annual IEP review date, given drawings of the first 3 figures of a growing tile pattern and a table for figure number and tile count, the student will fill in the table for figures 1 to 5, write an expression for the number of tiles in figure n, and use it to find figure 10 independently with at least 75% accuracy on pattern rule items, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Explain each equation step in words
Explaining algebra steps
By the annual IEP review date, given a solved equation of 3 to 4 steps and a two-column explanation sheet, the student will write or say a reason beside each step that names the operation done to both sides or the property used independently, earning a score of at least 7 out of 9 on a 3-row algebra explanation rubric scored 0 to 3 per row, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.
Figure out how many boxes are needed
Packing and grouping for job tasks
By the annual IEP review date, given 10 packing situations such as 150 items packed 12 per box, with a calculator, the student will divide, round up when there is a remainder, and state how many containers are needed and how many go in the last one independently with at least 90% accuracy on packing problems, on 3 consecutive weekly checks, as measured by work-sample analysis collected weekly.
Count items in full cases by multiplying
Counting stock by multiplying
By the annual IEP review date, given a set of full cases or trays with a known count per case (such as 24) plus some loose items, at the school store or a work site, the student will multiply the number of full cases by the count per case, add the loose items, and record the total independently with at least 95% accuracy on stock counts, on 3 consecutive weekly checks, as measured by work-sample analysis collected weekly.
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. The eligibility category is autism, but goals are written for the student, not the label: a goal names an observable skill, the setting it happens in, and how it will be counted. Many teams pair a communication or social goal with a regulation or routine goal so progress in one supports the other.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 33 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 44 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 10 goals here
Frequently asked questions
What areas do IEP goals for autistic students usually cover?
Common areas are functional communication, pragmatic language, peer interaction, emotional regulation, flexibility with changes, and classroom routines. Academic goals are added when assessment shows a need. The IEP team chooses areas from the student's present levels, not from the diagnosis.
Should a goal mention autism?
No. A measurable goal describes what the student will do, under what conditions, and to what criterion. The disability category belongs in the eligibility section of the IEP, not in the goal sentence.
How are math goals measured for students with autism?
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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