Fractions IEP goals for grades 3 to 5
34 of the fractions 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.
34 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.
Fractions Math
Name the fraction shown by an area or set model
Naming fractions from models
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.
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.
Generate equivalent fractions
Equivalent fractions
By the annual IEP review date, when given a fraction with a denominator of 2, 3, 4, or 6, the student will write an equivalent fraction and the matching equation independently in at least 6 of 8 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected weekly.
Add and subtract fractions with unlike denominators
Adding and subtracting fractions
By the annual IEP review date, given 10 fraction addition and subtraction problems with unlike denominators, the student will write the sum or difference for each problem independently with at least 80% accuracy on fraction addition and subtraction problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Explain a fraction comparison with a model or strategy
Justifying fraction comparisons
By the annual IEP review date, given a fraction comparison problem (for example, which is greater, 3/8 or 2/3?), the student will state or write the comparison and a justification using a model, a benchmark fraction, or a common denominator independently, earning a score of at least 5 out of 6 on a 3-row fraction reasoning rubric (0–2 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Grades 3 to 5 fractions 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 29 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
Frequently asked questions
What changes in fractions 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.