High School Math IEP goals
210 math templates list high school (grades 9 to 12) among their grade bands, across 9 skills: math problem solving, fractions, algebra & equations, number sense, measurement, time & money, patterns, data & graphs, geometry & spatial reasoning, addition & subtraction, multiplication & division. Each opens in the builder with a matching data sheet.
210 templates · 9 skills · 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.
Math Problem Solving Math
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.
Solve multi-step word problems with a complete written solution
Multi-step word problems
By the annual IEP review date, given a two-step word problem that requires two different operations, the student will write a complete solution that shows a plan, the work for each step, and a labeled answer independently, earning a score of at least 9 out of 12 on a 4-row multi-step problem rubric (0–3 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Fractions Math
Add and subtract fractions with unlike denominators
Adding and subtracting fractions
By the annual IEP review date, given 10 fraction addition and subtraction problems with unlike denominators, the student will write the sum or difference for each problem independently with at least 80% accuracy on fraction addition and subtraction problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Divide fractions and whole numbers
Dividing fractions
By the annual IEP review date, given 10 division problems with a fraction and a whole number, including problems such as how many 1/4-cup servings are in 3 cups, the student will write the correct quotient in simplest form for each problem independently with at least 80% accuracy on fraction division problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Algebra & Equations Math
Translate word phrases into algebraic expressions
Variables and expressions
By the annual IEP review date, given 10 word phrases that use one operation and one unknown (such as 7 more than a number), the student will write an algebraic expression with a variable for each phrase independently with at least 80% accuracy on word phrases, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Combine like terms to simplify expressions
Variables and expressions
By the annual IEP review date, given 10 expressions with 3 to 5 terms using one variable and constants, the student will circle or color like terms and write the simplified expression independently with at least 85% accuracy on expressions to simplify, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Number Sense Math
Place and compare negative numbers on a number line
Integers and negative numbers
By the annual IEP review date, given 10 integers from -20 to 20 and a number line marked at every 5, the student will mark each integer on the number line and write <, >, or = between each pair independently with at least 90% accuracy on integer placements and comparisons, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Evaluate squares, cubes and simple exponent expressions
Exponents and powers
By the annual IEP review date, given 10 numerical expressions with whole-number bases and exponents of 2 or 3, the student will write the value of each expression independently with at least 85% accuracy on exponent expressions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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.
Find elapsed time and end times
Elapsed time
By the annual IEP review date, given 10 elapsed-time problems with start and end times on the same clock side of noon, in whole hours and half hours, the student will write the elapsed time or the end time for each problem independently with at least 80% accuracy on elapsed-time problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Find information in a table or chart
Reading tables and charts
By the annual IEP review date, given a table with 4 to 6 rows and 3 to 4 columns and 10 questions that each require locating one cell, the student will locate the row and column named in each question and write the value independently with at least 90% accuracy on table questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Read a line graph and describe the trend
Line graphs
By the annual IEP review date, given a line graph showing one quantity over time and 5 questions, including reading values and describing the change between two points, the student will read values from the graph and state whether the quantity increased, decreased or stayed the same between two points independently with at least 85% accuracy on line graph questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Plot and name points on a coordinate grid
Coordinate plane
By the annual IEP review date, given 10 ordered pairs and a first-quadrant grid, the student will plot each point on the grid and label it with its ordered pair independently with at least 90% accuracy on points, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Find the area of triangles, parallelograms and composite figures
Area of triangles, parallelograms and composite figures
By the annual IEP review date, given 10 triangles and parallelograms with the base and height labeled, the student will write the formula, substitute, and write the area in square units independently with at least 80% accuracy on area problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Add and subtract decimals, including money amounts
Adding and subtracting decimals
By the annual IEP review date, given 10 addition and subtraction problems with decimals to the hundredths, including numbers with different numbers of decimal places, the student will rewrite each problem with the decimal points aligned and write the correct answer independently with at least 85% accuracy on decimal problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Add and subtract positive and negative integers
Integer addition and subtraction
By the annual IEP review date, given 20 addition and subtraction problems with integers from -20 to 20, the student will write the correct answer for each problem independently with at least 85% accuracy on integer problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
All 9 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
High school math goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 18 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 150 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 19 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 22 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
How do math goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
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.