math problem solving iep goals 2nd grade

Math IEP Goals for Second Grade Skills

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Add Doubles

Add Doubles Using Models

Add Doubles and Complete Sentences

Add Multiples of 100

Add Near Doubles

Add Numbers in Any Order

Add One-Digit Numbers

Add Three Numbers (up to Two Digits Each)

Add Three One-Digit Numbers

Add Three or Four Two-Digit Numbers Vertically

Add Three-Digit Numbers Vertically

Add Three-Digit Numbers Without Regrouping (using Models)

Add Three-Digit Numbers with Regrouping (using Models)

Add Two-Digit Numbers With Regrouping (sums to 100)

Add Two-Digit Numbers With Regrouping (using Models)

Add Two-Digit Numbers Without Regrouping (sums to 100)

Add Two-Digit Numbers Without Regrouping (using Models)

Add Two-Digit Numbers Without Regrouping (using Place Value)

Add Two-Digit Numbers with Regrouping (using Place Value)

Add a Two-Digit Number and a One-Digit Number With Regrouping

Add a Two-Digit Number and a One-Digit Number With Regrouping (using Models)

Add a Two-Digit Number and a One-Digit Number Without Regrouping

Add a Two-Digit Number and a One-Digit Number Without Regrouping (using Models)

Add by Counting on (sums to 20)

Complete Addition Sentences (sums to 20)

Create Addition Sentences for Word Problems (sums to 20)

Create Addition Sentences with Number Lines (sums to 20)

Find Repeated Addition for Arrays (sums to 25)

Identify Repeated Addition for Equal Groups (sums to 25)

Solve Addition Word Problems (sums to 20)

Solve Addition Word Problems (three One-Digit Numbers)

Solve Addition Word Problems (three numbers, up to Two Digits Each)

Solve Addition Word Problems (up to Three Digits)

Solve Addition Word Problems (up to Two Digits)

Solve Two-step Word Problems (addition and subtraction, up to 20)

Understand Fact Families

Understand Related Addition Facts

Use Making Tens to Add

Use Single-Digit Numbers for Addition

Use Two-Digit Numbers for Addition (sums to 100)

Write Addition Sentences (equal Groups with Sums to 25)

Write Addition Sentences (up to Three Digits)

Write Addition Sentences (up to Two Digits)

Write Addition Sentences for Arrays (sums to 25)

Math IEP Goals For Special Education

Drafting IEP goals can be difficult, so here are a few math IEP goals (across various ability levels) to get you started. Please adapt and modify to meet the specific needs of your students. Keep in mind a goal should be a skill you believe is achievable by the student in 1 school year. You can always do an addendum if a student has met all criteria for the goal/objectives.

Remember, when writing objectives, break down the goal into smaller steps. You can lessen the percentage of accuracy, the number of trials (3/5 vs 4/5), or amount of prompting. Just make sure the objectives build on each other and are working towards mastery.

The reason why I always list accuracy at 100% when writing Math goals is because the answer is either right or wrong, an answer to a math problem can’t be 50% correct. So feel free to play with the ## of trials for accuracy.

Number Identification:

Goal: Student will independently identify numbers 1-20 (verbally, written, or pointing) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When verbally prompted by teacher to “point to the number _________”, Student will independently select the correct number with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count in rote order numbers 1-25 with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count by 2, 3, 5, 10 starting from 0-30 verbally or written, with 100% accuracy on 4 out of 5 trials measured quarterly.

One-to-one Correspondence:

Goal: When given up to 10 objects, Student will independently count and determine how many objects there are (verbally, written, or by pointing to a number) with 100% accuracy on 4 out of 5 trials measured quarterly/monthly.

Goal: When given up to 10 items/objects, Student will independently count and move the items to demonstrate 1:1 correspondence and identify how many there are with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given 10 addition problems, Student will independently add single digit numbers with regrouping with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal:  Student will independently add a single digit number to a double digit number with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently add double digit numbers to double digit numbers with (or without) regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Adding with Number Line:

Goal: Given 10 addition problems and using a number line, Student will independently add single digit numbers with 100% accuracy on 4 out of 5 trials measured quarterly. 

Subtraction:

Goal: Student will independently subtract a single digit number form a double digit number with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given 10 subtraction problems, Student will independently subtract double digit numbers from double digit numbers with and without regrouping with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently subtract money/price amounts from one another with and without regrouping, while carrying the decimal point with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal: Using a number line, Student will independently subtract numbers (20 or less) with 100% accuracy on 4 out of 5 trials measured quarterly.

Telling Time:

Goal: Student will independently tell time to the half hour on an analog clock (verbally or written) with 100% accuracy on 4 out of 5 trials measured quarterly. 

Goal: Student will independently tell time to the hour on an analog clock (verbally or written) with 100% accuracy on 4 out of 5 trials measured quarterly.

Elapsed Time:

Goal: Given a problem with a start time and end time, Student will independently determine how much time has elapsed with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a problem with a start time and duration of activity/event, Student will independently determine what the end time is with 100% accuracy on 4 out of 5 trials measured quarterly.

Dollar More:

Goal: Using the dollar more strategy, Student will independently identify the next dollar up when given a price amount with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently identify the next dollar amount when given a price, determine how much is needed to make the purchase, and count out the necessary amount (using fake school money) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a price, student will identify which number is the dollar amount with 100% accuracy on 4 out of 5 trials measured quarterly.      

Money Identification/Counting Money:

Goal: When given a quarter, dime, nickel, and penny, Student will identify the coin and corresponding value with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a random amount of coins (all of one type), Student will independently count the coins with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a mix of coins (to include quarter, dime, nickel, penny), Student will independently count the coins with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a mixture of coins and dollar bills, Student will independently count the money with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When give 2, 3, and 4 digit numbers, Student will independently round to the nearest tens, hundreds, thousands independently with 100% accuracy on 4 out of 5 trials measured quarterly.

Greater than/Less than:

Goal: Given 2 numbers, pictures, or groups of items, Student will independently determine which number is greater than/less than/equal by selecting or drawing the appropriate symbol (<,>, =) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently count objects or pictures of objects and tally the corresponding amount (up to 15) with 100% accuracy on 4 out of 5 trials as measured quarterly.

Goal: Given a number, up to 20, Student will independently tally the corresponding number with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given data and a bar graph template, Student will independently construct a bar graph to display the data and answer 3 questions about the data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a line, pie, or bar graph, Student will independently answer questions about each set of data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given data and a blank graph template, Student will independently construct the graph to display the appropriate data with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently identify the numerator and denominator in a fraction with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: When given a picture of a shape divided into parts, Student will independently color the correct sections in to represent the fraction given with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently add fractions with like denominators with 100% accuracy on 4 out of 5 trials measured quarterly.

Word Problems:

Goal: Student will independently solve one step addition and subtraction word problems with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve two step word problems (mixed addition and subtraction) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve one and two step multiplication world problems with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently read a one or two step word problem, identify which operation is to be used, and solve it with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a word problem, Student will independently determine which operation is to be used (+,-,x, /) with 100% accuracy on 4 out of 5 trials measured quarterly.

Even/Odd Numbers:

Goal: When given a number, student will independently identify if the number is odd or even (written or verbally), with 100% accuracy on 4 out of 5 trials measured quarterly.

Measurement:

Goal: Given varying lines and objects, Student will independently estimate the length of the object/picture, measure it using a ruler, and identify how long the object/picture is with 100% accuracy on 4 out of 5 trials measured quarterly.

Multiplication:

Goal: Student will independently solve 10 multiplication facts (2, 3, and 5 facts) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Student will independently solve 20 multiplication facts (facts up to 9) with 100% accuracy on 4 out of 5 trials measured quarterly.

Goal: Given a division problem (where the divisor is _____), Student will independently solve it with 100% accuracy on 4 out of 5 trials measured quarterly.

Feel free to use and edit as necessary. It’s up to you how often you want to measure the goals, but remind parents that even if the goal says 5/5 times quarterly, it doesn’t mean you’re only working on it those 5 times. That is just the number of times you’ll take official data. Just make sure it’s a reasonable ## so you have time to take all the data you need. Especially if you have multiple goals/objectives to take data for!

Happy drafting!

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Math Goals for IEPs

Browse free ccs-aligned, math goals & objectives for word problems, number sense, addition & subtraction, and multiplication & division-- with goal modification tips.

I tend to focus my goals on things that will be covered in groups and in class throughout the year. If a student struggles on fractions and on subtraction, I will write my goal for subtraction as it is covered more in class and can get worked on while supporting the grade level curriculum. I will often write two math goals for students– one procedural goal and one word problem goal. Higher students often get only one goal. I rarely write more than two math goals for a student. Two procedural goals would be redundant. In groups, I am going to work on procedural skills in order. My goals are focused on the most pressing need, not on a wish list of everything I wish a student could would learn in the next year.

Kinder-5th Grade Number Sense Goals

K-5 CCS-aligned counting and number reading and writing goals

Kinder-5th Grade Addition & Subtraction Goals

K-5 Single-digit to three-digit addition and subtraction goals

3rd-5th Grade Multiplication & Division Goals

Goals for multiplication facts, multi-digit multiplication, and division

2nd-5th Grade Word Problem Goals

One- and two-step word problem goals with all four operations

6th grade CCS-aligned mathematics goals for IEPs

IEP Goals for Reading

See reading s goals for ieps with assessment and baseline ideas.

IEP Goals for Writing

Browse common core aligned iep goals for writing along with sample goal baselines and assessment ideas.

PreK- 5Present Levels & Assessment Resources

Explore sample present levels and assessment ideas for elementary school students browse resources for prek-2nd grades and 2nd-5th grades see ideas for reading, writing, and mathematics assessments as well as sample present level language.

Socio-Emotional IEP Goals

Find socio-emotional goals for school safety, classroom success, and self-regulation and advocacy, need teaching resources or case management tools check out the store.

IEP Writing Success Kit: MEGA Bundle with PreK-5 Special Education Assessments and Goals

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Free IEP Goal Bank With 110+ Goals and Printable Tracking Sheets

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

Below you’ll find a list of over 100 IEP goals covering a variety of focus areas. Plus be sure to fill out the form on this page to get access to a free, editable Google Doc version of the goal bank along with a bundle of free editable goal-tracking sheets. The bundle includes daily and weekly goal-tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

IEP Goals 101

• Reading Comprehension Goal Bank
• Math Goal Bank
• Writing Goal Bank
• Behavior Goal Bank
• Social Skills Goal Bank
• Social-Emotional Goal Bank
• Executive Functioning Goal Bank
• Self-Advocacy Goal Bank

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

• When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
• When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
• When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

• When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
• When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
• [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
• When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
• When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
• When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

• Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
• Given a passage at their reading level, [STUDENT] will answer five inferential questions.
• After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
• After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
• Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress.

• [STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
• [STUDENT] will rote-count from 1 to 25 (or higher).
• [STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

• Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
• [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
• Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
• [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
• [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
• Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
• Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

• When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
• Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
• Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
• Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
• [STUDENT] will identify the numerator and denominator in a fraction.
• When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

• [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
• [STUDENT] will independently solve 15 multiplication facts (up to 9).
• Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
• Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

• Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
• Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
• [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

• [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
• [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
• [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

• When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
• When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

• Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

• Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
• Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
• Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

• Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
• Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
• By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
• Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
• Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
• Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

• During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
• During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

• During a preferred activity, [STUDENT] will invite a peer to join in during recess.
• During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
• When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression but will apply a problem-solving strategy (walk away, tell a teacher).
• [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

• [STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
• [STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
• Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills IEP Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

• [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

• [STUDENT] will identify appropriate social rules and expectations for various social situations.
• [STUDENT] will refrain from interrupting others.
• [STUDENT] will identify emotions presented in picture form.

• [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
• [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
• Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
• Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning IEP Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?) Here’s a list of goals for helping students with executive functioning.

• Given visual cues, [STUDENT] will implement a system for organizing their backpack (locker, binder).
• Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

• [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
• [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
• [STUDENT] will respond appropriately to oral commands.
• [STUDENT] will ask for clarification and further explanation when needed.
• [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

• [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
• [STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
• By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (one or two) adult prompts.
• By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and speaking up for yourself. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

• [STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
• [STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
• [STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• Given a task that involves a choice (e.g., the school lunch menu, a list of books), [STUDENT] will select between the options available.

• [STUDENT] will create a list of three personal strengths and three areas for improvement.
• [STUDENT] will actively participate in the development of their IEP goals and accommodations.
• [STUDENT] will identify one IEP goal and three objectives to support that goal.
• When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
• [STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
• [STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
• [STUDENT] will engage in positive self-talk daily with and without teacher support.
• By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.

• By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
• By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
• By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
• [STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
• [STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

Get Your Free Editable and Printable IEP Goal Bank and Goal Sheets

Just fill out the form on this page to get instant access to an editable Google Doc with all the goals mentioned above as well as a bundle of four printable and editable goal-tracking sheets. Save your goal bank and access it any time to cut and paste goals into your IEP software and/or into the editable and printable goal-tracking sheets provided. The bundle includes daily and weekly tracking sheets, as well as trial tracking and progress tracking sheets for data collection.

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IEP Goals For Math

Welcome to our blog post on IEP goals for math! Setting goals for your child’s education is an essential step in their academic journey if you’re a teacher or the parent of a student with an Individualized Education Plan (IEP).

Many students find math difficult, so helping your child thrive in school by setting specific, measurable, achievable, relevant, and time-bound (SMART) goals might be helpful. This post will explore  what constitutes a strong IEP objective for math  and offer some starter  examples to get you going . Let’s get started, so grab a coffee and settle in.

What are IEP Goals for Math?

IEP goals for math are  specific, targeted objectives developed for students with an I ndividualized Education Plan (IEP) .  These objectives are intended to assist students with disabilities in improving their arithmetic skills and succeeding in the classroom. Each student’s IEP for math  should be customized to meet their specific requirements  and based on their existing knowledge and capabilities.

They should be  SMART objectives , which are specific, measurable, achievable, relevant, and time-bound. IEP objectives for math could center on several things, like  enhancing fundamental math abilities, problem-solving skills, or deepening comprehension of more complex arithmetic ideas . Parents and educators can assist students with disabilities in overcoming obstacles and succeeding in arithmetic by  creating clear and attainable goals .

For example, a measurable goal for a student may be “To develop basic math skills, such as addition and subtraction, by the end of the school year.” This goal is  measurable  because it has a time limit (by the end of the school year) and a particular objective (improvement). It is  relevant  because it directly relates to the student’s needs and academic pursuits. According to Understood.org , it is feasible since it is reasonable for the student to progress in this area within the allotted time frame. It is also time-bound because it specifies a deadline for completing the task.

It is  feasible  since it is reasonable for the student to progress in this area within the allotted time frame. It is also  time-bound  because it specifies a deadline for completing the task.

Teachers and parents can support students with disabilities to make progress and succeed in the classroom by establishing specific and attainable math IEP goals, as recommended by Great Schools .

It’s critical to frequently evaluate the student’s progress toward their IEP goals and revise them as necessary to keep them demanding yet doable. Read about the Special Education Math Curriculum to learn more.

IEP Goals for Math Problem Solving

IEP goals for math problem-solving are created to assist children with disabilities in acquiring the knowledge and methods required to comprehend and address mathematical problems. These objectives must be precise, catered to each student’s requirements and skills , and based on the student’s present performance levels and long-term goals.

Here are a few  additional points to consider when developing IEP goals for math  problem-solving:

• Focus on the student’s specific needs:  A thorough evaluation of the student’s present math ability should serve as the foundation for developing IEP goals particular to the student’s unique needs and abilities. For example, students who have trouble comprehending word problems can set a goal to enhance their capacity to read and understand mathematical word problems.
• Make the goals measurable:  IEP goals should specify specific performance indicators so that the student’s development may be monitored and assessed. To “increase the student’s accuracy in solving math problems from 75% to 90% within a six-month timeframe,” as an example.
• Make the goals achievable:  Given the student’s abilities and resources, the IEP goals should be achievable and realistic. For the learner to succeed and develop confidence, creating both demanding and challenging but not impossible goals is crucial.
• Make the goals relevant:  The student’s long-term goals and aspirations should be connected to the IEP goals to be meaningful, pertinent to the student’s needs and interests, and significant.
• Set a timeline:  A completion schedule for IEP goals should be included so that the student and their support team know the anticipated timetable for progress.

Functional Math IEP Goals Examples

Functional math IEP goals  focus on helping a student with a disability develop the math skills they need to function independently in their daily life .

Some examples of operational math IEP goals might include:

• “Within a three-month period, the student will be able to identify and make correct change when given a purchase amount and payment up to $5.00.”
• Within six months, the learner will be able to precisely measure and pour ingredients to follow a recipe with 90% accuracy.
• The student can arrange and keep track of appointments and activities within nine months with 80% accuracy using a calendar and telling time.
• Within nine months, “the learner will be able to compare prices and calculate sales tax and savings when shopping, with 80% accuracy.”
• “The student will be able to calculate and track a budget for a 12-month period, covering income and expenses.”

It is important to note that functional math goals  should be specific, measurable, achievable, relevant, and time-bound (SMART) and tailored to the individual student’s needs and abilities .

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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Home » SEL Implementation » Achieving Math Success: Understanding IEP Goals and Strategies

Achieving Math Success: Understanding IEP Goals and Strategies

Key takeaways.

• Mathematics is essential for academic and everyday life, but students with math difficulties can find success challenging.
• Individualized Education Programs (IEPs) play a crucial role in supporting students with math difficulties through tailored goals and strategies.
• IEP goals should be specific, measurable, attainable, relevant, and time-bound (SMART) and aligned with the math curriculum.
• Common IEP goals for math include developing numeracy skills, enhancing problem-solving skills, and improving math fluency.
• Strategies for achieving math success through IEP goals involve individualized instruction, multi-sensory approaches, explicit instruction, and regular progress monitoring.
• Collaboration between educators, parents, and students is vital for effective implementation of IEP goals and strategies.

Introduction: Achieving Math Success: Understanding IEP Goals and Strategies

Mathematics is a fundamental skill that plays a crucial role in both academic and everyday life. From calculating expenses to solving complex problems, math is a skill that we rely on throughout our lives. However, for students with math difficulties, achieving math success can be a challenging journey. This is where Individualized Education Programs (IEPs) come into play. In this blog post, we will explore the importance of IEP goals and strategies in supporting students with math difficulties.

What are IEP goals?

IEP goals are specific objectives that are designed to address the unique needs of students with disabilities. These goals are created collaboratively by a team of educators, parents, and other professionals, and they serve as a roadmap for the student’s educational journey. In the context of math, IEP goals are tailored to address the specific math difficulties that a student may be facing.

It is important to align IEP goals with the math curriculum to ensure that students are receiving the necessary support to succeed in their math education. By aligning IEP goals with the curriculum, educators can ensure that students are working towards the same standards as their peers, while also receiving the additional support they need.

Well-defined IEP goals for math should be specific, measurable, attainable, relevant, and time-bound (SMART). This means that the goals should clearly state what the student is expected to achieve, how progress will be measured, and when the goal is expected to be achieved. By setting SMART goals, educators can track the student’s progress and make necessary adjustments to their instruction and support.

Common IEP goals for math

IEP goals for math can vary depending on the individual needs of the student. However, there are some common areas that are often targeted in IEP goals for math:

Numeracy skills

Developing strong numeracy skills is essential for math success. IEP goals in this area may focus on:

• Counting and number recognition
• Addition and subtraction
• Multiplication and division

Problem-solving skills

Problem-solving is a critical skill in math. IEP goals in this area may include:

• Understanding and solving word problems
• Applying mathematical concepts to real-life situations

Math fluency

Math fluency refers to the ability to quickly and accurately perform basic math operations. IEP goals in this area may focus on:

• Speed and accuracy in basic math operations
• Mental math strategies

Strategies for achieving math success through IEP goals

Now that we understand the importance of IEP goals in supporting math success, let’s explore some strategies that can help students achieve these goals:

Individualized instruction and accommodations

Modifying instructional materials, providing visual aids and manipulatives, and using assistive technology can help students with math difficulties access the curriculum and understand mathematical concepts.

Multi-sensory approaches

Incorporating hands-on activities, utilizing auditory and visual cues, and engaging in kinesthetic learning can enhance students’ understanding and retention of math concepts.

Explicit instruction and guided practice

Breaking down complex concepts into smaller steps, providing clear explanations and demonstrations, and offering guided practice opportunities can support students in mastering math skills.

Regular progress monitoring and feedback

Assessing students’ understanding and progress, providing constructive feedback and reinforcement, and adjusting strategies and goals as needed can ensure that students are making continuous progress towards their math goals.

Collaboration between educators, parents, and students

Collaboration between educators, parents, and students is essential in supporting math success. Open communication and teamwork can help ensure that everyone is working towards the same goals and that the student’s needs are being met.

Involving parents in goal-setting and progress monitoring can provide valuable insights and support at home. Encouraging student self-advocacy and active participation in their own education can empower them to take ownership of their learning and seek help when needed.

Achieving math success is possible for students with math difficulties through the support of well-defined IEP goals and effective strategies. By aligning IEP goals with the math curriculum, utilizing individualized instruction and accommodations, and fostering collaboration between educators, parents, and students, we can create a supportive environment where students can thrive in math.

Looking for More Information on How to Achieve Math Success? Discover Resources on Understanding IEP Goals and Strategies Here

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Remember, with the right support and strategies, every student can achieve math success!

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How to Write SMART IEP Goals

A major task for special education teachers is writing Individualized Education Programs, or IEPs.  A major part of the IEP is the statement of annual IEP goals and objectives. 

We can think of the goal as being the destination that you want your special education student to get to by the end of a year. The services that you put into place support the goals that have been set a student with a disability.

Creating a quality goal with scaffolded objectives can take a lot of time and effort. So I want to show you one way in which you can break down this process into a series of manageable steps.  

Start with IEP Law

Before we dive into how exactly to go about writing goals and objectives, first let’s look at how IEP goals are defined by the Individuals with Disabilities Education Act:

(II) a statement of measurable annual goals, including academic and functional goals, designed to–

(aa) meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and

(bb) meet each of the child’s other educational needs that result from the child’s disability

Examine Content Standards

When creating academic goals for students with disabilities, it is important to ground the goals in the grade level content standards. This provides students with access to grade level curriculum as stated above.  

For many districts who are working with the Common Core State Standards, it is important to base grade level goals on how students are functioning within relation to these grade level content standards. 

Now let’s go through the process of writing SMART IEP goals:

Step 1. Identify the Standards that Meet the Student’s Needs

The first step in this process involves identifying the standard(s) that should be addressed.  You can start by identifying the grade level standards for the student. Standards have already broken out by grade level and have been organized by domain within this document.

By reviewing the student’s Present Levels, you can determine which standards the student may have the most difficulty with. Additional data sources should be used to select standards for student goals.

Teachers should then prioritize the standards based on those that would have the greatest impact on the student’s progress towards grade level.   For math, one consideration could be around the mathematics content at the student’s current grade level.

Major content in mathematics is considered the major work for the grade level. These are the areas in which general and special education teachers will need to spend most of their time throughout the year.  

Special educators can choose to focus on these areas when creating IEP goals. These are areas that will come up a lot during day-to-day instruction. To learn more about major content in math visit Achieve the Core for information. 

Step 2. Set Performance Target

The next step would be to set the performance target. You can utilized the Present Levels of Academic Achievement and Functional Performance in order to determine the baseline performance, historical rate of growth/progress, accommodations, and necessary supports needed to make the grade level content accessible for the student.

By deconstructing the standard and determining which components will promote student success, an individualized performance target can then be set.  

For example, in math, you may want to see a student demonstrate success through completion of a teacher generated worksheet with 80% accuracy over the course of 4 to 5 trials.

Step 3. Develop a SMART IEP Goal.

Special education teachers should ensure that they are keeping in mind what the acronym SMART stands for when developing goals:

S – Specific: The goal is focused by content (i.e. the standards) and the learner’s individual needs.

M – Measurable: Performance target is clearly stated and an appropriate measure is selected to assess the goal.

A – Attainable: Based on the student profile, it is determined that they have the ability to meet the performance target.

R – Relevant: Relevant to the individual student’s needs.

T – Time-bound: The goal is achievable within the time frame of the IEP.

Step 4. Develop SMART Objectives aligned to the selected IEP Goal.

There are three ways in which you can develop scaffolded objectives:

• Sequential benchmarks that demonstrate increasing fluency, independence, or accuracy
• Components of the goal
• Prerequisite skills

I prefer to develop objectives utilizing specific skills or components of the grade level, standards-based goal.  I find that by breaking down the content into workable chunks, I can develop lessons over a period of time that builds up to a grade level standard.  

When reviewing general education curriculum, one can see that teachers are rarely tasked with tackling an entire standard within one lesson. To expect a special education student to tackle an entire standard in one goal or objective is also pretty unrealistic.   

At times, it may be necessary to create scaffolded objectives to provide students with prerequisite skills from the current or previous grade levels.  The data may indicate that many of your students need the standards deconstructed in this way. This helps the student meet the grade level goal that was developed.

When following the steps listed above, I created the following IEP goal for a third grade student:

By____ when given a teacher generated problem set, manipulatives, and a prompt, Student will interpret whole number quotients of whole numbers by drawing a picture and describing a context that indicates the partitioning of a total number objects into equal shares as measured by 80% accuracy on at least 4 out of 5 trials.

When really unpacking the standard and digging into the content, I decided that I would create four scaffolded objectives that would support the student in meeting their grade level goal:

By____, when given a teacher generated problem set and a prompt, Student will interpret whole-number quotients as the number of objects in each group when partitioned into equal groups by drawing a picture and providing an explanation with 80% accuracy on at least 4 out of 5 trials.

By_____, when given a teacher generated problem set, manipulatives, and a prompt, Student will represent a situation with a division expression with 80% accuracy on at least 4 out of 5 trials.

By ____, when given a teacher generated problem set, manipulatives, and a prompt, Student will represent a division expression with a situation by drawing a picture and providing an explanation with 80% accuracy on at least 4 out of 5 trials.

When I really think about the deconstructed standard and review student weaknesses,  I may find that instead of breaking this standard out by the grade level content covered, I may need to include another goal that supports prerequisite skills that I will address prior to going into this standard. 

When considering the example above, we ask, “is the student ready for division even with the supports included in the goals and objectives? Would it make more sense to attack addition, subtraction, and multiplication first?”  

This is where the individualization comes into play and where you really have to be strategic in how you write the annual goal.   Every IEP goal should be specific to the individual, but it helps to have a process to follow to make creating these goals a bit easier.

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10 Problem Solving IEP Goals for Real Life

Written by:

  Rebekah Pierce

Filed under: IEPs , Executive Functioning , Problem Solving

Published:  April 2, 2022

Last Reviewed: April 11, 2024

READING TIME:  ~ minutes

This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.

This resource aims to inspire the development of IEP goals that address executive functioning needs, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.

We all have problems – but when it comes to solving problems, how good is your child at solving them?

For many parents and teachers who work with children with executive functioning issues, it quickly becomes clear that problem-solving is essential for succeeding in school and the workplace.

Problem-solving not only requires being able to identify when a problem exists, but also being able to come up with reasonable solutions to fix them.

If you’re planning on writing IEP goals that address problem-solving skills, this post should serve as a helpful starting place.

What is Problem Solving?

Problem-solving is simply our ability to identify and describe a problem and then come up with solutions to resolve it.

What exactly defines “a problem”?” It’s any time you want something and there is something that stands in the way, in essence. When you have good problem-solving skills, you are able to evaluate this problem and figure out possible steps forward.

As is the case with all other executive functioning skills, including task initiation and organization, a child’s ability to problem solve relates closely to other executive functioning skills.

Ask yourself the following questions to figure out whether problem-solving is an area that needs some work in your child:

• Can he or she complete games and puzzles to accomplish a goal?
• Is he or she able to identify all parts of a problem, including where it originated and why?
• Can your child break apart a larger problem into smaller parts? Can the student identify problems in many different contexts, like work versus school versus social contexts?
• Will your child seek guidance from others when looking for help in solving a problem?
• Does the child persist in coming up with new strategies when the original ones are not successful?

Being a good problem solver doesn’t just come down to being able to “figure things out” in real life. A child who struggles with problem-solving skills may also develop problem behaviors. They might talk back, demonstrate aggression, or engage in other self-destructive behaviors when frustrated with a challenging task.

Therefore, coming up with IEP goals that address this “problem” of not being able to solve problems head-on is essential.

Sample IEP Goals for Problem Solving

Here are a few sample IEP goals for problem-solving to give you some inspiration.

Adaptive Goals

• By the end of the school year, when given a written scenario in which a problem needs to be solved, the student will provide two appropriate solutions with 80% accuracy in 4 out of 5 opportunities, according to teacher observation.
• By the end of the school year, the student will practice problem-solving techniques when dealing with personal or school experiences 100% of the time, according to teacher observation.

Social Goals

• By the end of the IEP term, when given pre-taught behavioral strategies to decrease or avoid escalating behaviors, the students will complete at least one activity with positive behavioral results, according to teacher observation.
• By the end of the school year, the student will solve problems by apologizing in conflict situations 90% of the time, based on teacher observation.

Reading Goals

• By the end of the IEP term, when presented with text at his instructional level, the student will use context clues to determine the meaning of unknown words with 80% accuracy, as measured by written work samples.
• By the end of the school year, the students will read a short story and answer who, what, where, why, and how questions with 90% accuracy in four out of five recorded opportunities, based on teacher observation.
• By the end of the IEP term, when given a word problem, the student will independently determine which operation is to be used with 100% accuracy on 4 out of 5 trials, measured quarterly by teacher observation.
• By the end of the school year, the student will independently solve two-step word problems (mixed addition and subtraction) with 100% accuracy on 4 out of 5 trials based on teacher observation.

Writing Goals

• By the end of the school year, when given a writing assignment, the student will independently create a keyword outline that includes the main topic and three supporting points as a basis for the essay, based on a rubric, 90% of the time.
• By the end of the IEP term, the student will create five-paragraph essays with proper essay structure that clearly address a question in an assignment, based on a rubric, 100% of the time.

Tips on Setting Goals for Problem Solving

Here are a few tips to help you come up with effective goals that work toward better problem-solving skills.

Do a Behavioral Observation

Behavioral observations can be useful for identifying all kinds of skills deficits, but particularly in the area of problem-solving. Take the time to sit down and observe the child at work.

What do they do when they encounter a problem? What are their strengths and weaknesses? What are they able to solve independently – and in what areas do they consistently require support?

A skills assessment can also be helpful. The Real Life Executive Functioning Skills Assessment is a great place to start, since it will help you see where your child is struggling in particular.

Get the Whole Team Involved

Writing problem-solving goals should not be an independent process. It should involve all members of your child’s care team, including family members, coaches, teachers, and other professionals. You’ll need their input to see if the child is struggling with problem-solving across the board, or just in one or two isolated areas.

Play to Their Interests

Motivation plays a major role in teaching new executive functioning skills so do your best to make sure your student stays motivated! Incorporate their favorite activities into learning and have conversations about your child’s favorite movie character, sports figure, or other celebrities. What sorts of problems have they encountered? How did the person solve these problems successfully?

Try Role Playing

Give your child the opportunity to practice his new problem-solving skills in every walk of life. Using role-play cards that prompt your child to solve problems in certain situations (like when you have a large homework assignment due tomorrow or even something as simple as you don’t know what to eat) is highly effective. You can find templates and helpful examples for how to get started with these scenarios in the Real Life Executive Functioning Workbook (coupon code LSA20 for 20% off at checkout).

Try the IDEAL Method

The IDEAL Method is one strategy you can use to help your child become a better problem solver. This method can be used while you are working toward any of the sample goals listed above (or any that you come up with on your own). You can learn more about it here and in the Real Life Executive Functioning Workbook .

Know When to Ask For Help

None of us is an island. We all need help from time to time. Knowing when – and who – to ask for help is essential. Encourage your child to brainstorm a list of people who can help in a pinch and be sure to try the Phone a Friend exercise in the Real Life Executive Functioning Workbook.

How to Address Each Goal

When working on problem-solving skills, the most important thing to remember is that you need to be focused on other areas in which your child struggles, too.

Problem-solving is often viewed as a collection of executive functioning skills rather than one individual skill. To help your child become better at solving problems, he needs to develop other executive functioning skills as well.

Problem-solving requires the ability to evaluate and outline different strategies – aka, planning. They need to be able to take action – task initiation. They might also need to use attentional control, organization, and time management skills. A holistic approach to addressing these problem-solving goals is essential.

Our Executive Functioning Assessment is a great place to start. It will show you where your child is at and what they need in order to improve. This assessment isn’t just for teachers – it’s also a helpful resource for parents, administrators, and even the student himself or herself.

Problem Solved! Here’s How to Write the Best Problem-Solving IEP Goals

If you find the process of writing IEP goals for problem-solving to be…well, a major problem, then you need to consider these tips. If you aren’t sure where to start, get organized! Start by giving your student the Executive Functioning Assessment and use the Real Life Executive Functioning Workbook as a guide to help point you in the direction of what skills to target.

Start by writing down what you want them to be able to do. Be as specific as possible, and use terms that your student can understand.

Once you have a good list of goals, work on breaking them down into smaller steps that will help your student reach their ultimate goal.

Remember to make sure these steps are achievable, measurable, and time-based so you can track your student’s progress and give them the support they need along the way.

Problem solved!

Looking For More Executive Functioning IEP Goal Ideas?

Visit our EF IEP Goal Resource Hub or check out our other skill-specific IEP goal articles:

• 8 Impulse Control IEP Goals
• 8 Attentional Control IEP Goals
• 8 Self-Monitoring IEP Goals
• 10 Problem Solving IEP Goals
• 10 Working Memory IEP Goals
• 9 Emotional Control IEP Goals
• 7 Cognitive Flexibility IEP Goals
• 10 Organization IEP Goals
• 12 Task Initiation IEP Goals
• 10 Time Management IEP Goals
• 15 Planning IEP Goals

Further Reading

• Amy Sippl: Executive Functioning Skills 101: Problem-Solving
• Amy Sippl: Teaching the IDEAL Problem-Solving Method to Diverse Learners
• Amy Sippl: Problem-Solving: Long-Term Strategies & Supports For Diverse Learners

About The Author

Rebekah pierce.

Rebekah is a New York writer and teacher who specializes in writing in the education, gardening, health, and natural food niches. In addition to teaching and writing, she also owns a farm and is the author of the blog J&R Pierce Family Farm .

Related Posts

5 time management mistakes & how to avoid them in the new year, 7 questions parents should ask at iep meetings, benefits of nature exposure on executive functioning – what the research says, executive functioning skills 101: flexibility, an educator’s guide to staying current with executive functioning research, time blindness & adhd: what you need to know.

Life Skills Advocate is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Some of the links in this post may be Amazon.com affiliate links, which means if you make a purchase, Life Skills Advocate will earn a commission. However, we only promote products we actually use or those which have been vetted by the greater community of families and professionals who support individuals with diverse learning needs.

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3rd Grade Math IEP Goal Bank Based On The Common Core Standards

Goal banks! Wahoo! This goal bank provides IEP goal examples based on the common core standards. If you are looking for more general “plug and chug” IEP goal formula’s check my other post out . These goals are only examples based on specific mathematical concept. You may need to modify how often they are measured, when they are tested, or simplify the related goal. Also keep in mind that sometimes students will be in a different grade level, but be working on a 3rd grade level skill. Your job as the teacher is to pick the goal type that fits with the student’s data driven needs.

I changed the way I measured goals frequently throughout. It is worth it to skim through each section and receive more ideas for wording and measuring goals!

Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.  For example, describe a context in which a total number of objects can be expressed as 5 × 7 . CCSS.MATH.CONTENT.3.OA.A.1

Goal Example #1: Student will be able to independently describe one math scenario for a given multiplication problem on 10 individual trials, with 100% accuracy, through out the IEP year.

Goal Example #2 : Using a picture, student will be able to identify three math scenarios that would require a specific multiplication problem. Mastery of this skill will be completing an average accuracy rate of 90%, on a given test with 6 choices, across 3 consecutive trials

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.  For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8 . CCSS.MATH.CONTENT.3.OA.A.2

Goal Example #1: Student will be able to create a visual representation of a specific division problem (up to multiples of 5), with 80% accuracy across 8 out of 10 trials across one quarter.

Goal Example #2: Student will be able to read and identify a correct written scenario for a specific division problem. On a test with 3 trials, student will score an average of 80% accuracy, across 40 weekly trials.

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS.MATH.CONTENT.3.OA.A.3

Goal Example: Using a graphic organizer, student will be able to break down the three steps to solve a division word problem, with 80% accuracy across 10 weekly trials.

Determine the unknown whole number in a multiplication or division equation relating three whole numbers.  For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ? CCSS.MATH.CONTENT.3.OA.A.4

Goal Example: Using a multiplication chart, student will be able to read a word problem about multiplication and write the mathematical sentence needed to solve the problem. Mastery will occur when student completes 3 out of 5 test questions, with an average of 80% accuracy across 40 trials.

Understand properties of multiplication and the relationship between multiplication and division.

Apply properties of operations as strategies to multiply and divide. 2   Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) CCSS.MATH.CONTENT.3.OA.B.5

Goal Example #1: Student will be able to match three examples of the commutative property with 4 out of 5 trials on with 80% accuracy, across 3 quarters.

Goal Example #2: When given a key, student will be able to identify commutative, associative, and distributive properties with 75% accuracy on 3 consecutive trials.

Understand division as an unknown-factor problem.  For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8 . CCSS.MATH.CONTENT.3.OA.B.6

Goal Example #1: Given a multiplication table/graph, Student will be able to solve a division problem using multiplication skills with 80% accuracy across 3 out of 3 trials.

Goal Example #2: Student will be able to add multiples to find the answer to two digit by one digit division problems. This is mastered when student can do this independently with 90% accuracy on 3 consecutive trials.

Multiply and divide within 100

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. CCSS.MATH.CONTENT.3.OA.C.7

Goal Example #1: Using a multiplication chart, student will be able to solve division problems up to 12 with 95% accuracy on 5 consecutive trials.

Goal Example #2: Student will be able to multiply double digit by double digit numbers with an average 70% accuracy on 3 trials each quarter this IEP year.

Solve problems involving the four operations, and identify and explain patterns in arithmetic

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 3 CCSS.MATH.CONTENT.3.OA.D.8

Goal Example #1: Using a graphic organizer, solve two step addition word problems within numbers 1-100. Student will show mastery by solving these with 70% accuracy across 10 trials this IEP year.

Goal Example #2: Student will be able to identify which operation is being used (multiplication, division, addition, subtraction) with 80% accuracy averaged between their 10 most recent trials.

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.  For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends . CCSS.MATH.CONTENT.3.OA.D.9

Goal Example #1: When given a set of numbers from the teacher, student will be able to identify if there is a pattern or not. Student will do this with 90% accuracy on 3 out of 5 trials.

Goal Example #2: Student will be able to create a picture to explain patterns with multiplication up to 100 with an average of 70% accuracy across 10 trials.

Check out these other third grade goal banks:

3rd Grade Reading

3rd Grade Writing

Thanks for your support! Let me know if there’s a way I can make these more accessible for you. I also take requests if you would like a certain set of goals published quicker. Keep up all the great work!

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