Grades K-2 Math IEP goals
142 math templates list kindergarten to grade 2 among their grade bands, across 8 skills: number sense, math problem solving, fractions, addition & subtraction, measurement, time & money, geometry & spatial reasoning, patterns, data & graphs, multiplication & division. Each opens in the builder with a matching data sheet.
142 templates · 8 skills · K–2 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
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.
Name numerals on a timed probe
Numeral identification
By the annual IEP review date, given a 1-minute probe of randomly ordered numerals from 0 to 100, the student will name each numeral aloud independently at a rate of at least 35 correct responses per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
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.
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.
Fractions Math
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.
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.
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.
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.
Describe a shape by its sides and corners
Describing shapes by attributes
By the annual IEP review date, given a two-dimensional shape and the question "how many sides and corners does it have?", the student will count and state the number of sides and corners independently in at least 8 of 10 opportunities, 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.
Extend and create ABB, AAB and ABC patterns
Extending and creating complex repeating patterns
By the annual IEP review date, given a repeating pattern with an ABB, AAB or ABC unit shown twice and space to continue it, the student will independently add the next 6 pieces so the pattern continues without a break and state the unit that repeats in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
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.
Share objects equally into groups
Division concepts (sharing and grouping)
By the annual IEP review date, given 6 to 24 counters and the direction to share them equally among 2, 3 or 4 plates, the student will deal the counters out one at a time until each plate has the same number and state how many are on each plate independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
In kindergarten through grade 2, math goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
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 63 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 8 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 70 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How are math goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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