Math IEP goals
Number sense, operations, fractions, and problem solving. Choose a skill to see sample goals, customize one in the builder, and download a matching data sheet.
Number Sense
6 templatesNumber sense goals target the foundations that later computation depends on: counting accurately, naming numerals, comparing quantities, and knowing what each digit is worth. Good goals name the number range and the task format, because a student who counts to 20 reliably may still struggle with scattered sets or a number line. Set the range from assessment results rather than grade.
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.
Addition & Subtraction
6 templatesAddition and subtraction goals usually address one of three needs: fact fluency, accurate multi-digit procedures, or the relationship between the two operations. Each need calls for a different measure, so identify which one the present levels describe before choosing a template. A goal should state the problem type and number range so the item set is clear.
By the annual IEP review date, given a 2-minute probe of mixed addition facts with sums to 20, 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.
Multiplication & Division
6 templatesMultiplication and division goals range from building the idea of equal groups to completing multi-digit procedures. Decide whether the need is conceptual, fact recall, or procedural, because each is measured differently. For some students, a calculator goal is the most useful route to grade-level problem solving.
By the annual IEP review date, given a 2-minute probe of mixed multiplication facts with factors 0 to 10, 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.
Fractions
6 templatesFraction goals work best when they follow a clear sequence: naming parts of a whole, treating fractions as numbers on a line, then comparing, finding equivalents, and computing. Many errors come from applying whole-number rules to fractions, so look at error patterns in present levels before choosing a template. State the denominators in the condition so the item set is defined.
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.
Math Problem Solving
6 templatesProblem-solving goals focus on setting up and checking problems, not only on computing. Students may compute accurately yet choose the wrong operation, skip steps, or accept unreasonable answers, and each of those calls for a different measure. Separate reading demands from math by reading problems aloud when decoding is not the target.
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.