Grades 3-5 Math IEP goals
272 math templates list grades 3 to 5 among their grade bands, across 8 skills: fractions, math problem solving, number sense, multiplication & division, addition & subtraction, measurement, time & money, patterns, data & graphs, geometry & spatial reasoning. Each opens in the builder with a matching data sheet.
272 templates · 8 skills · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
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.
Locate fractions on a number line
Fractions on a number line
By the annual IEP review date, given 10 fractions between 0 and 2 and number lines marked only at whole numbers, the student will mark and label the location of each fraction on the number line independently with at least 80% accuracy on fraction placements, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Math Problem Solving Math
Solve one-step addition and subtraction word problems
One-step addition and subtraction word problems
By the annual IEP review date, given 10 one-step addition and subtraction word problems within 100, including compare and start-unknown problems, with text read aloud on request, the student will write an equation and the answer for each problem independently with at least 80% accuracy on one-step word problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Follow a problem-solving routine for word problems
Problem-solving routine
By the annual IEP review date, given a one- or two-step word problem during independent math work, the student will complete the steps of the taught problem-solving routine without a cue card, performing at least 8 of 9 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Number Sense Math
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.
Write numbers in expanded form and name digit values
Place value (hundreds, tens, ones)
By the annual IEP review date, given 10 three-digit numbers, including numbers with a zero in the tens or ones place, the student will write each number in expanded form independently with at least 80% accuracy on place-value items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Write multiplication facts on a timed probe
Multiplication fact fluency
By the annual IEP review date, given a 2-minute probe of mixed multiplication facts with factors 0 to 10 (total divided by 2 for the per-minute rate), the student will write the product for each fact independently at a rate of at least 25 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Write division facts on a timed probe
Division fact fluency
By the annual IEP review date, given a 1-minute probe of division facts related to multiplication facts with factors 0 to 10, the student will write the quotient for each division fact independently at a rate of at least 15 problems correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Write addition facts on a timed probe
Addition fact fluency
By the annual IEP review date, given a 2-minute probe of mixed addition facts with sums to 20 (total divided by 2 for the per-minute rate), the student will write the answer to each addition fact independently at a rate of at least 20 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Use a taught strategy to solve unknown addition facts
Fact strategies (counting on, making ten)
By the annual IEP review date, when given a single-digit addition fact that the student does not yet recall automatically, the student will solve the fact by counting on from the larger addend independently in at least 8 of 10 opportunities, 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.
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.
Continue a number pattern and write its rule
Number patterns and rules
By the annual IEP review date, given 10 number patterns with a constant addition or subtraction rule, each showing five terms, the student will write the next three terms and the rule for each pattern independently with at least 85% accuracy on number patterns, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Complete an input-output table and state the rule
Function tables
By the annual IEP review date, given 10 input-output tables with a one-step rule and two missing outputs, the student will write the missing outputs and the rule for each table independently with at least 85% accuracy on function tables, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Name solid shapes and match them to real objects
Three-dimensional shapes
By the annual IEP review date, given one solid at a time from a set of sphere, cube, cone, cylinder and rectangular prism, the student will name each solid independently with at least 90% accuracy on solid shapes, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Identify and draw lines of symmetry
Symmetry
By the annual IEP review date, given 10 shapes and pictures, some symmetric and some not, the student will mark each shape as symmetric or not and draw one line of symmetry where there is one independently with at least 85% accuracy on symmetry items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Grades 3 to 5 math goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
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 185 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 57 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 11 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 6 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 13 goals here
Frequently asked questions
What changes in math goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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