Math IEP goals for Intellectual Disability
209 math templates across 9 skills: measurement, time & money, number sense, math problem solving, addition & subtraction, geometry & spatial reasoning, patterns, data & graphs, fractions, multiplication & division, algebra & equations. Each opens in the builder with a matching data sheet.
209 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.
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.
Tell time to the nearest five minutes and minute
Telling time to five minutes and one minute
By the annual IEP review date, given 10 analog clock faces showing times to the nearest five minutes, the student will write the time shown on each clock in digital form independently with at least 90% accuracy on clock readings, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
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.
Compare whole numbers with <, >, and =
Comparing whole numbers
By the annual IEP review date, given 20 pairs of two- and three-digit numbers, the student will write the symbol <, >, or = between each pair of numbers independently with at least 90% accuracy on number comparisons, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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.
Add and subtract two-digit numbers with regrouping
Two-digit addition and subtraction with regrouping
By the annual IEP review date, given 10 two-digit addition and subtraction problems that require regrouping, the student will write the correct sum or difference for each problem independently with at least 80% accuracy on two-digit regrouping problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected 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.
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.
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.
Sort objects by one attribute and then by two
Sorting and classifying objects
By the annual IEP review date, given 12 to 16 objects that vary in color, size and type and a stated sorting rule, the student will sort every object into the correct group for the stated attribute independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Fractions Math
Name the fraction shown by an area or set model
Naming fractions from models
By the annual IEP review date, given 10 area or set models showing fractions with denominators of 2, 3, 4, 6, and 8, the student will write the fraction that names the shaded part of each model independently with at least 80% accuracy on fraction models, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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.
Model multiplication with arrays or equal groups
Multiplication concepts (arrays and equal groups)
By the annual IEP review date, when given a multiplication expression with factors to 5 (for example, 3 × 4), the student will build the matching array or equal groups with counters and state the product independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Use a calculator to solve multiplication and division problems
Calculator use for multiplication and division
By the annual IEP review date, given 10 multi-digit multiplication and division problems written as equations, the student will enter each problem into a calculator in the correct order and record the 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.
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. Goals for students with an intellectual disability focus on skills that carry into daily life: functional academics, routines, communication, self-care, and community participation. Task-analysis checklists and opportunity data make small, real steps visible.
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 65 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 129 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 13 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
Frequently asked questions
What kinds of goals fit students with an intellectual disability?
Functional academics (money, time, reading signs and schedules), daily living and self-care routines, functional communication, school and community independence, and vocational readiness for older students. Academic goals are written at the student's instructional level.
How do task-analysis goals work?
The routine is broken into ordered steps, and the data sheet records which steps the student completes independently. The criterion is a number of steps (for example, 9 of 10 steps) across several sessions.
How are math goals measured for students with intellectual disability?
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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