Addition & Subtraction IEP goals for kindergarten to grade 2
30 of the addition & subtraction templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
30 templates · 1 skill · K–2 · 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.
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.
Combine or take away objects to find the total
Joining and separating sets with objects
By the annual IEP review date, given two sets of 1 to 5 objects and the direction to put them together and tell how many, the student will combine the sets, count all the objects once, and state the total independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
In kindergarten through grade 2, addition & subtraction 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:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 18 goals here
Frequently asked questions
How are addition & subtraction 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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