Fractions IEP goals for middle school (grades 6 to 8)
42 of the fractions templates in the library are written for middle school (grades 6 to 8). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
42 templates · 1 skill · 6–8 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Fractions Math
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.
Write fractions in simplest form
Simplifying fractions
By the annual IEP review date, given 10 fractions with numerators and denominators to 50 that can be simplified, the student will write each fraction in simplest form, showing the common factor used independently with at least 85% accuracy on simplified fractions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Middle school fractions goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
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 37 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 1 goal here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
Frequently asked questions
How are fractions goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.