Patterns, Data & Graphs IEP goals for grades 3 to 5
20 of the patterns, data & graphs 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.
20 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.
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.
Find and describe number patterns on a hundreds chart
Patterns on a hundreds chart
By the annual IEP review date, given a hundreds chart and a direction such as "color every number you say when you count by 5s", the student will color the numbers that fit the rule and state the pattern they make independently with at least 90% accuracy on chart items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Collect data with tally marks and total each category
Collecting data with tallies
By the annual IEP review date, given a question with 3 to 4 answer choices and a class of peers to survey, the student will record each response with a tally mark in the correct row, bundling every fifth mark, and write the total for each row independently with at least 90% accuracy on tally chart rows, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Build a picture graph or bar graph from data
Building picture and bar graphs
By the annual IEP review date, given a tally chart or table with 3 to 4 categories and a blank graph template with a scale of 1, the student will draw a bar or place pictures for each category to the correct height and label the graph independently, earning a score of at least 6 out of 8 on a 4-row graph construction rubric (0 to 2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Answer questions from a picture graph or bar graph
Reading picture and bar graphs
By the annual IEP review date, given a picture graph or bar graph with 3 to 4 categories and 5 questions, including how many, which is most, and how many more, the student will answer each question using the graph independently with at least 90% accuracy on graph questions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Grades 3 to 5 patterns, data & graphs 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:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 14 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 1 goal here
Frequently asked questions
What changes in patterns, data & graphs 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.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.