Middle School Math IEP goals
314 math templates list middle school (grades 6 to 8) among their grade bands, across 9 skills: fractions, math problem solving, number sense, multiplication & division, measurement, time & money, geometry & spatial reasoning, patterns, data & graphs, algebra & equations, addition & subtraction. Each opens in the builder with a matching data sheet.
314 templates · 9 skills · 6–8 · 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.
Fractions Math
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.
Compare fractions with <, >, and =
Comparing fractions
By the annual IEP review date, given 10 pairs of fractions with unlike numerators and unlike denominators (denominators 2, 3, 4, 5, 6, 8, 10, and 12), the student will write <, >, or = between each pair of fractions independently with at least 90% accuracy on fraction comparisons, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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.
Number Sense Math
Place numbers on an empty number line
Number line estimation
By the annual IEP review date, given 10 numbers to place on an empty 0–100 number line marked only at the ends, the student will mark and label the location of each number on the line independently with at least 70% accuracy on number placements (correct when within 5% of the line's range), on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Order a set of numbers from least to greatest
Ordering whole numbers
By the annual IEP review date, given 10 sets of 4 to 5 numbers within 1,000, including numbers with different numbers of digits, the student will write the numbers in order from least to greatest independently with at least 80% accuracy on ordered sets, 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.
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.
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.
Identify congruent and similar figures
Congruent and similar figures
By the annual IEP review date, given 10 pairs of figures, some congruent, some similar and some neither, including rotated and flipped figures, the student will label each pair as congruent, similar or neither independently with at least 85% accuracy on figure pairs, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Identify and draw points, lines, segments, rays and angles
Points, lines, segments, rays and angles
By the annual IEP review date, given 10 figures showing points, lines, line segments, rays and angles, the student will name each figure and write its symbol notation independently with at least 90% accuracy on geometric figures, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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.
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.
All 9 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Middle school math goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
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 228 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 16 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 7 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 40 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 23 goals here
Frequently asked questions
How are math goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.