Math Problem Solving IEP goals for grades 3 to 5
41 of the math problem solving 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.
41 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.
Math Problem Solving Math
Solve one-step addition and subtraction word problems
One-step addition and subtraction word problems
By the annual IEP review date, given 10 one-step addition and subtraction word problems within 100, including compare and start-unknown problems, with text read aloud on request, the student will write an equation and the answer for each problem independently with at least 80% accuracy on one-step word problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Follow a problem-solving routine for word problems
Problem-solving routine
By the annual IEP review date, given a one- or two-step word problem during independent math work, the student will complete the steps of the taught problem-solving routine without a cue card, performing at least 8 of 9 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Solve multi-step word problems with a complete written solution
Multi-step word problems
By the annual IEP review date, given a two-step word problem that requires two different operations, the student will write a complete solution that shows a plan, the work for each step, and a labeled answer independently, earning a score of at least 9 out of 12 on a 4-row multi-step problem rubric (0–3 points per row), on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.
Identify the problem type and operation before solving
Identifying problem type and operation
By the annual IEP review date, when given a one-step word problem, before solving it, the student will name the problem type (total, difference, change, equal groups, or comparison) and the operation to use independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Find totals and determine if there is enough money
Money problems with a calculator
By the annual IEP review date, given 10 shopping scenarios with 2 to 4 priced items and a set amount of money, the student will use a calculator to find the total cost and state whether there is enough money independently with at least 80% accuracy on shopping scenarios, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Estimate before solving and check reasonableness
Estimating and checking reasonableness
By the annual IEP review date, when solving a multi-digit word problem during independent math work, the student will write an estimate before solving and compare the final answer to the estimate independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Grades 3 to 5 math problem solving 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 17 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 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 17 goals here
Frequently asked questions
What changes in math problem solving 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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