Math Problem Solving IEP goals for high school (grades 9 to 12)
39 of the math problem solving templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
39 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Math Problem Solving Math
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.
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.
Explain how a problem was solved
Explaining a solution
By the annual IEP review date, after solving a one- or two-step word problem during small-group math instruction, the student will explain in words or writing what the problem asked, which operation was used and why, and what the answer means independently, earning a score of at least 5 out of 6 on a 3-row math explanation 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.
Solve one-step equations using inverse operations
One-step equations
By the annual IEP review date, given 10 one-step equations with whole-number solutions, using addition, subtraction, multiplication or division, the student will write the inverse operation applied to both sides and the solution for each equation independently with at least 85% accuracy on one-step equations, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
High school math problem solving goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 26 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
Frequently asked questions
How do math problem solving goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
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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.