Addition & Subtraction IEP goals for grades 3 to 5
44 of the addition & subtraction templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
44 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
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.
Add and subtract two-digit numbers with regrouping
Two-digit addition and subtraction with regrouping
By the annual IEP review date, given 10 two-digit addition and subtraction problems that require regrouping, the student will write the correct sum or difference for each problem independently with at least 80% accuracy on two-digit regrouping problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Follow the steps of multi-digit subtraction with regrouping
Multi-digit subtraction procedure
By the annual IEP review date, given a three-digit subtraction problem that requires regrouping, including across a zero, the student will complete each step of the written subtraction procedure without a cue card, performing at least 7 of 8 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Find the missing number in addition and subtraction equations
Unknown-number equations
By the annual IEP review date, given 10 addition and subtraction equations within 20 with the unknown in any position (for example, 8 + __ = 13 or __ − 4 = 9), the student will write the missing number in each equation independently with at least 90% accuracy on unknown-number equations, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Complete a mixed addition and subtraction computation probe
Mixed computation fluency
By the annual IEP review date, given a 4-minute mixed addition and subtraction computation probe at the student's instructional level (total divided by 4 for the per-minute rate), the student will write the answer to each problem on the probe independently at a rate of at least 14 digits correct per minute, on 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Grades 3 to 5 addition & subtraction 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:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 5 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 9 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 28 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
Frequently asked questions
What changes in addition & subtraction 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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