Math IEP goals for Developmental Delay
80 math templates across 8 skills: number sense, geometry & spatial reasoning, measurement, time & money, patterns, data & graphs, addition & subtraction, math problem solving, multiplication & division, fractions. Each opens in the builder with a matching data sheet.
80 templates · 8 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Number Sense Math
Count a set of objects and state how many
Counting objects with one-to-one correspondence
By the annual IEP review date, when presented with a set of 5 to 20 objects arranged in a line or scattered on the table, the student will count the objects by touching or moving each one once and state the total independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Name numerals on a timed probe
Numeral identification
By the annual IEP review date, given a 1-minute probe of randomly ordered numerals from 0 to 100, the student will name each numeral aloud independently at a rate of at least 35 correct responses per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
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.
Tell time to the hour and half hour on an analog clock
Telling time to the hour and half hour
By the annual IEP review date, given 10 analog clock faces showing times to the hour and half hour, the student will say or write the time shown on each clock independently with at least 90% accuracy on clock readings, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
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.
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.
Write a number sentence that matches a model
Reading and writing number sentences
By the annual IEP review date, given a picture or object model of joining or separating sets within 10, the student will write the matching number sentence using +, - and = independently with at least 90% accuracy on number sentences, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Math Problem Solving Math
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.
Retell a story problem before solving it
Retelling a story problem
By the annual IEP review date, given a spoken or read-aloud one-step story problem within 20, the student will retell what happened in the story and what the question asks, in their own words, before solving independently in at least 5 of 6 trials, on 3 of 4 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Share objects equally into groups
Division concepts (sharing and grouping)
By the annual IEP review date, given 6 to 24 counters and the direction to share them equally among 2, 3 or 4 plates, the student will deal the counters out one at a time until each plate has the same number and state how many are on each plate independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Find the total of equal groups of objects
Equal groups with real objects
By the annual IEP review date, given 2 to 6 equal groups of real objects in groups of 2, 5 or 10, such as pairs of socks or packs of markers, the student will skip count by the group size to find the total independently in at least 7 of 8 trials, on 3 of 4 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Fractions Math
Divide a shape into halves, thirds or fourths
Partitioning shapes into equal parts
By the annual IEP review date, given 10 outlines of rectangles and circles and the direction to divide each into halves, thirds or fourths, the student will draw lines that divide each shape into the stated number of equal parts and shade one part independently with at least 85% accuracy on partitioned shapes, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Identify whole objects, halves and parts in everyday items
Whole, half and part
By the annual IEP review date, given real or pictured items such as a whole sandwich, half a sandwich and a slice, and the question "which is the whole?" or "which is a half?", the student will point to or name the whole, the half or the part independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Number sense, operations, fractions, and problem solving. Developmental Delay is a category states may use for young children, generally ages 3 through 9, when a delay in one or more areas calls for special education. The goals below are preschool and early elementary goals across communication, motor, social, adaptive, and readiness skills.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 50 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 26 goals here
Frequently asked questions
Until what age can a child be eligible under Developmental Delay?
IDEA lets states use the category for children ages 3 through 9, and each state sets its own age range within that. After the state's cutoff the child is reevaluated under another category.
What do preschool IEP goals look like?
They name a skill in a classroom routine, such as following a two-step direction during cleanup or requesting a turn during play, and measure it with opportunities or task-analysis steps. Numbers are small and sessions are short.
How are math goals measured for students with developmental delay?
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.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.