Regrouping IEP goals
9 templates across 2 skills: addition & subtraction, number sense. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
9 templates · 2 skills · K–2, 3–5, 6–8 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Add and subtract two-digit numbers with regrouping
Two-digit addition and subtraction with regrouping
By the annual IEP review date, given 10 two-digit addition and subtraction problems that require regrouping, the student will write the correct sum or difference for each problem independently with at least 80% accuracy on two-digit regrouping problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Follow the steps of multi-digit subtraction with regrouping
Multi-digit subtraction procedure
By the annual IEP review date, given a three-digit subtraction problem that requires regrouping, including across a zero, the student will complete each step of the written subtraction procedure without a cue card, performing at least 7 of 8 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Add and subtract numbers within 10,000 with regrouping
Multi-digit addition and subtraction with regrouping
By the annual IEP review date, given 10 addition and subtraction problems with three- and four-digit numbers that require regrouping in at least one place, the student will write the correct sum or difference for each problem, showing any regrouping independently with at least 85% accuracy on multi-digit problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Add and subtract two-digit numbers without regrouping
Two-digit addition and subtraction without regrouping
By the annual IEP review date, given 10 two-digit addition and subtraction problems that do not need regrouping, written in columns, the student will add or subtract the ones, then the tens, and write each answer independently with at least 90% accuracy on two-digit problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Show regrouping with base-ten blocks
Modeling regrouping with base-ten blocks
By the annual IEP review date, given a two-digit addition or subtraction problem that needs regrouping, base-ten blocks and a place value mat, the student will build the problem with blocks, make the trade (10 ones for a ten, or a ten for 10 ones) and state the answer independently in at least 5 of 6 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Subtract across zeros
Regrouping across zeros
By the annual IEP review date, given 10 three- and four-digit subtraction problems with zeros in the top number, written in columns, the student will regroup across the zeros and write each difference independently with at least 85% accuracy on subtraction problems with zeros, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Number Sense Math
Regroup tens and ones to show a number
Flexible place value
By the annual IEP review date, given 10 two-digit numbers and base-ten blocks, with the direction to show each number two different ways, the student will show each number in standard tens-and-ones form and in a second form with one ten traded for 10 ones independently with at least 85% accuracy on numbers shown two ways, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Regrouping goals come mainly from addition and subtraction, with a place value goal from number sense. They cover showing a trade with base-ten blocks, deciding whether a problem needs regrouping, following the steps of the written method, subtracting across zeros, and explaining the trade in words. Good goals name the number size, such as two-digit or within 1,000, whether problems mix regrouping and non-regrouping items, and the supports, such as place value mats or a step card. Most are measured with percent accuracy on a fixed probe, and a few use digits correct per minute once accuracy is steady. Students usually need a solid grasp of tens and ones first, so check place value before writing a procedure goal.
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 6 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 2 goals here
Frequently asked questions
How do I write an IEP goal for subtraction with regrouping?
Name the number size and the mix of problems. For example: given 10 two-digit subtraction problems, half needing regrouping, the student will solve them with at least 80% accuracy on 3 of 4 weekly probes.
Should students use base-ten blocks for regrouping goals?
Blocks help students see the trade and are a good first objective. Fade to drawings, then to the written method, and name the tool in each objective's condition.
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.