Math Problem Solving IEP goals for kindergarten to grade 2
10 of the math problem solving templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
10 templates · 1 skill · K–2 · 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.
Act out a story problem with objects
Acting out story problems
By the annual IEP review date, given a spoken one-step story problem within 10 and a set of matching objects (for example, toy cars for a story about cars), the student will show the story with the objects and state the answer independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Find and restate the question in a word problem
Identifying the question
By the annual IEP review date, given a one-step word problem with text read aloud on request, before solving it, the student will underline the question and restate it in the student's own words independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Retell a story problem before solving it
Retelling a story problem
By the annual IEP review date, given a spoken or read-aloud one-step story problem within 20, the student will retell what happened in the story and what the question asks, in their own words, before solving independently in at least 5 of 6 trials, on 3 of 4 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Choose the picture that matches a story problem
Matching a story to a picture model
By the annual IEP review date, given a spoken story problem within 10 and three picture models, one of which matches, the student will select the picture model that matches the story, then select or say the answer independently with at least 85% accuracy on model choices, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Solve two-step story problems within 20
Two-step story problems within 20
By the annual IEP review date, given 8 spoken two-step story problems within 20, with counters, the student will act out or draw both steps and say the answer with a label independently with at least 80% accuracy on two-step story problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
In kindergarten through grade 2, math problem solving goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
How are math problem solving goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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.