Math IEP goals for Down Syndrome
14 math templates across 5 skills: number sense, measurement, time & money, addition & subtraction, patterns, data & graphs, geometry & spatial reasoning. Each opens in the builder with a matching data sheet.
14 templates · 5 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 aloud in order from 1
Rote counting
By the annual IEP review date, when asked to count aloud from 1 during a small-group or one-to-one activity, the student will independently say the number names in order to 20 without skipping or repeating a number in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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.
Use the next-dollar strategy to pay for a purchase
Next-dollar strategy
By the annual IEP review date, given a price less than $10.00 and a set of one-dollar bills, the student will state the number of dollars one more than the whole-dollar part of the price and hand over that many ones independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Measure recipe amounts with cups and spoons
Measuring ingredients
By the annual IEP review date, given a recipe line such as 3/4 cup flour or 2 teaspoons salt and a full set of measuring cups and spoons, the student will select the matching cup or spoon, fill and level it, and add the ingredient, performing at least 5 of 6 steps independently, across 3 consecutive data collection sessions, as measured by a task-analysis checklist collected weekly during cooking instruction.
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 frame scores on a bowling scoresheet
Adding scores in leisure activities
By the annual IEP review date, during a bowling outing or adapted PE unit, given a paper scoresheet and the pins knocked down in each frame, the student will add the pins for each frame to the running total and write the new total independently with at least 90% accuracy on running totals, across 3 consecutive game sessions, as measured by work-sample analysis collected weekly during the unit.
Continue a clap, stomp or sound pattern
Movement and sound patterns
By the annual IEP review date, during circle or music time, after an adult does an AB movement pattern (clap, stomp, clap, stomp) twice, the student will continue the pattern for at least two more repeats independently in at least 4 of 5 trials, on 3 of 4 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Fit shapes into an inset puzzle
Shape inset puzzles
By the annual IEP review date, given a wooden inset puzzle with 3 to 5 shape pieces removed, the student will place each piece in its matching space, turning it until it fits independently in at least 4 of 5 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Number sense, operations, fractions, and problem solving. Down syndrome is not an IDEA category on its own; students are usually served under Intellectual Disability, Speech or Language Impairment, or Developmental Delay. The goals below are the ones teams most often write: speech intelligibility, expressive language, fine and gross motor skills, and daily living routines.
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 9 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 2 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
Frequently asked questions
Which eligibility category applies to a student with Down syndrome?
The evaluation team decides based on the student's needs. Common categories are Intellectual Disability, Speech or Language Impairment, and, for young children, Developmental Delay. The category does not limit which goals can be written.
How are intelligibility goals measured?
Usually by percent of words understood by an unfamiliar listener in a short sample, or by accuracy on target sounds in words and phrases. The SLP picks the measure that matches the student's speech profile.
How are math goals measured for students with Down syndrome?
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
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