Math IEP goals for Multiple Disabilities
21 math templates across 8 skills: measurement, time & money, patterns, data & graphs, number sense, geometry & spatial reasoning, math problem solving, addition & subtraction, multiplication & division, fractions. Each opens in the builder with a matching data sheet.
21 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.
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.
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.
Number Sense Math
Point to a named numeral to 10
Receptive numeral identification
By the annual IEP review date, given a field of 3 numeral cards from 0 to 10 and a spoken numeral name, the student will point to or touch the numeral that was named independently with at least 90% accuracy on numeral selections, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Match identical numerals
Matching numerals
By the annual IEP review date, given a numeral card from 0 to 9 and a field of 3 numeral cards, one of which matches, the student will place the numeral card on the matching numeral independently with at least 90% accuracy on numeral matches, across 3 consecutive 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.
Identify shapes by touch
Geometry with tactile tools
By the annual IEP review date, given one shape at a time from a set of raised-line or cut-out shapes, without looking, the student will explore the shape with both hands, count the sides and corners, and name the shape independently with at least 90% accuracy on shapes identified, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Math Problem Solving Math
Choose the picture that matches a story problem
Matching a story to a picture model
By the annual IEP review date, given a spoken story problem within 10 and three picture models, one of which matches, the student will select the picture model that matches the story, then select or say the answer independently with at least 85% accuracy on model choices, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Follow a picture routine to solve problems
Picture-supported problem routine
By the annual IEP review date, given a one-step functional story problem read aloud, such as buying two items, with picture cards and a calculator, the student will complete the steps of the picture-supported problem routine, performing all 5 steps independently, on 3 consecutive sessions, as measured by a task-analysis checklist 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.
Solve written addition within 10 with counters
Modeling written equations with objects
By the annual IEP review date, given a written addition equation within 10 on a work mat with a box under each numeral and a cup of counters, the student will count out a set for each numeral, push the sets together, count all and write or select the answer independently in at least 6 of 8 trials, across 3 consecutive 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.
Fractions Math
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. Students with multiple disabilities have combined needs that one program cannot serve alone, and their goals focus on communication, participation in routines, and daily living, with careful attention to the response mode and prompting level. Small, well-defined steps make progress measurable.
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 9 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 4 goals here
Frequently asked questions
What goals fit students with significant support needs?
Functional communication (requesting, choosing, refusing in any mode), participation in classroom routines, daily living steps, and functional academics such as recognizing a name or a schedule symbol. Goals are built from task analyses and opportunity data.
How do I write a goal when the student needs prompting?
Put the prompting level in the support part of the goal and set the criterion for a lower level than the current one. 'With a gestural prompt' can be the target when the baseline is a physical prompt.
How are math goals measured for students with multiple disabilities?
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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