problem solving iep goals math

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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IEP Math Goals

Math is a  demanding topic  for many students, but it can be incredibly challenging for youngsters who struggle to learn new things or pay attention to what they are doing.

If your kid has one of those, you may have seen  math goals  listed as a component of your child’s individualized education program (IEP) . But what exactly does this mean, and how might achieving these goals help your kid learn? So, keep reading this blog about “IEP Math Goals.”

This article will discuss the function of  math objectives  in an individualized education program ( IEP ), how these goals are formed, and the steps you can take to help your kid progress toward fulfilling these goals. No matter what your child’s mathematical skills and talents may be at the moment, we will offer some  advice and suggestions to assist your child in achieving success in mathematics .

Can You Have an IEP for Math?

A student can have an IEP tailored to their needs in mathematics. A student’s educational goals and services are laid out in an  Individualized Education Program  (IEP), a legally enforceable document. Together with the student’s parents or guardians, a team of educators and other experts creates this plan to help the student succeed in school by providing the necessary assistance and modifications. You can learn more about this in-depth on the Understood website .

An Individualized Education Program (IEP) might include  math-related goals and modifications  to help a student with difficulty in this area. Depending on the student’s needs and ability, these objectives may concern topics as varied as problem-solving and advanced mathematical ideas.

Goals  on a student’s individualized education program  (IEP) in mathematics  could include things like:

• Practicing fundamental arithmetic operations like addition and subtraction
• Building up proficiency in solving problems and making concrete, real-world applications of mathematical knowledge
• Improving one’s grasp of more complex mathematical topics like algebra and geometry

An Individualized Education Program (IEP) for mathematics may include accommodations to support the student’s learning and facilitate access to the curriculum, in addition to particular mathematics-related goals. Mathematical totals could consist of providing students  more time on tests, allowing them to use a calculator, or providing visual aids or manipulatives .

If a kid has trouble learning or paying attention, an individualized education program (IEP) can help them obtain the help they need to excel in math. Also, it can help guide the learner toward their desired outcomes by laying out specific objectives and providing a plan of action.

Math Special Ed IEP Goal Examples

A math goal in an individualized education program (IEP) for special education is a  particular, measurable objective  meant to help a student with a disability improve their arithmetic skills. These goals are  often included in the academic goals section of a student’s IEP  and are tailored to the student’s specific requirements and abilities. The process of creating these goals can be understood better through resources like RTI Special Education .

Examples of IEP math goals  include:

• Developing fundamental math abilities, including counting, adding, and subtracting
• Enhancing problem-solving and application of mathematical concepts to real-world problems
• Developing a greater comprehension of advanced math subjects, such as algebra and geometry
• Increasing math fluency and speed via practice and repetition
• Utilizing visual aids or manipulatives to enhance mathematical awareness and understanding

Math goals in an IEP for special education must be  specific, quantifiable, attainable, relevant, and time-bound (SMART).  Additionally, they should  focus on the student’s existing skills and abilities  and their long-term objectives and needs. An IEP can help a student with a disability achieve progress in arithmetic and promote their overall academic development by establishing specific, attainable goals in this subject area.

Control IEP Goals Sample

Some  examples of control goals  that schools could include in a student’s IEP are as follows:

• Teacher observations and self-reflection logs will show that by the conclusion of the school year, “[student] has increased self-control by employing ways to manage their emotions (e.g., deep breathing, counting to 10) when faced with tough situations.”
• According to teacher observations and group participation reports, “[student] will show increased control over their impulsive behavior by waiting their turn to speak in group settings within the next six months.”
• By the year’s conclusion, as determined by teacher observations and a task completion checklist, “[student] will strengthen their control over their bodily behaviors by remaining seated and focused during independent work time.”
• Students will improve their ability to maintain attention throughout the school year, as seen by an increased focus on assignments and increased adherence to teachers’ requests, as measured by teacher observations and a focus and attention tracking sheet.
• Schools will use teacher observations and a behavior incident report to determine whether or not the kid has met the goal of “demonstrating increased control over vocal outbursts” within the next three months.

Goals for  self-regulation  in an Individualized Education Program (IEP) should be SMART (specific, measurable, attainable, relevant, and time-bound) (SMART). They should also  focus on the student’s existing skill set and long-term objectives and requirements .

An Individualized Education Program (IEP) can aid a student’s growth in these crucial areas and contribute to their overall academic and personal development by setting specific and attainable goals for management.

IEP Goal Bank for Grades

An individualized Education Program (IEP) is a plan established for kids with disabilities that specifies their educational objectives and the resources they will receive. An Individualized Education Program (IEP) needs  clear and quantifiable objectives  so that the IEP team may monitor progress and modifications made as necessary.

Here are some  examples of K12 IEP math goals :

For a student in grades K-2

• Within Y weeks, increase reading speed by X words per minute.
• Within Y weeks, increase sight word recognition by X%.
• Develop your fine motor skills to grip a pencil and write legibly appropriately.

For a pupil in grades 3-5

• Within Y weeks, increase reading comprehension by X%.
• Within Y weeks, students will be able to do basic arithmetic operations (addition, subtraction, multiplication, and division) with 80% accuracy.
• Develop the ability to create a paragraph with a clear topic sentence and supporting facts by enhancing written expression skills.

For a student in grades 6-8

• Within Y weeks, enhance math skills so they can solve multi-step problems with an accuracy of 80%.
• Enhance written communication skills to compose an essay with a clear introduction, body, and conclusion.

For a student in grades 9-12

• Within Y weeks, enhance math skills to the point where they can complete advanced problems with 80% accuracy.
• Enhance written communication skills to compose a research paper with a separate thesis statement and adequately acknowledged sources.

That’s it! Those are some examples of math IEP goals for 2nd grade, 7th-grade math IEP goals, math IEP goals for 1st grade, IEP math goals, and more. It is crucial to note that these are merely examples, and the particular IEP math goals will depend on their unique needs and talents.

Functional Math IEP Goals Examples

The term “ functional math ” refers to a  set of objectives that emphasizes the development of mathematical competencies relevant to daily living and self-sufficiency . If a student with a disability has trouble with standard arithmetic instruction, the team could include these objectives in the individualized education program (IEP).

Some typical  IEP math goals in functional mathematics  are as follows:

• The learner will be able to determine the worth of each coin and the overall value of coins within 10 seconds, with 80% accuracy.
• The learner will be able to determine each bill’s worth and the statements’ total value within 10 seconds with 80% accuracy.
• Within 10 seconds, the student will be able to correctly recognize the correct change when making a transaction 80% of the time.
• The learner can add, subtract, multiply, and divide whole numbers on a calculator with 80% accuracy in under 10 seconds.
• Within 10 seconds, the learner will be able to correctly identify the day of the week, month, and year on a calendar 80% of the time.
• Within 10 seconds, the student will have an 80% success rate when using a clock to tell time within the previous five minutes.

These are merely ideas; the IEP math goals outlined in a student’s IEP will tailor to their unique circumstances. Goals should be SMART (specific, measurable, attainable, relevant, and time-bound) to be effective (SMART goals).

Math Problem-Solving Goals IEP Examples

In an IEP, arithmetic problem-solving objectives may focus on  teaching students how to approach and solve math issues independently .

Here are some examples of  IEP math goals for math problem-solving :

• In 5 minutes, the learner will be able to recognize the vital information in a math problem and select the proper operation with 80% accuracy.
• In five minutes, the student can utilize estimating procedures to decide with 80% accuracy whether the answer to an arithmetic problem is feasible.
• Within five minutes, the learner will be able to solve fundamental math problems (addition, subtraction, multiplication, and division) using mental math procedures with 80% accuracy.
• In 10 minutes, the student will be able to model and solve math problems using manipulatives (e.g., base ten blocks, fraction tiles) with an 80 percent accuracy rate.
• Within 10 minutes, the student can utilize several problem-solving techniques (e.g., guess and check, working backward) to solve math problems with 80% accuracy using various problem-solving strategies (e.g., guess and check, working backward).

It is crucial to note that these are merely examples, and  the particular IEP math goals will depend on their unique needs and talents . It is also essential that the plans be explicit, quantifiable, attainable, relevant, and time-bound (SMART goals).

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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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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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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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

If you are looking for resources to support your child’s math journey, consider starting your Everyday Speech free trial. Everyday Speech offers a wide range of social-emotional learning resources, including videos, worksheets, and activities, that can help students develop the skills they need to succeed in math and beyond.

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

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IEP Goal Bank & Goal Writing Resources

Browse our FREE Common Core aligned IEP goal bank! Find socio-emotional and academic goals and objectives in reading, writing, and mathematics for your students, along with sample baselines, assessment ideas, and modification ideas!

Socio-Emotional Goal Bank

Strengths and skills focused socio-emotional goals with intervention ideas

Mathematics Goal Bank

Common Core aligned IEP goals for word problems, computation, and number sense

Reading Goal Bank

Common Core aligned goals for decoding, fluency, inferencing, and comprehension

Writing Goal Bank

Common Core aligned goals for fluency, facts, word problems, & number sense & more

Tips for Writing IEP Goals

• Tip #1: Limit Your Goals
• Tip #2: Find Key Standards
• Tip #3: Look at the Assessments
• Tip #4: Serve the Whole Student
• Tip #5: Listen to the Family

Don’t overload the goals! IEP goals are supposed to be what you work on in addition to the state standards. The goals are what you focus on in interventions– and you can’t focus on everything at once! 

My rule of thumb is up to two goals per subject area:

• A reading comprehension and a procedural reading (decoding/fluency/level) goal
• A math problem solving and procedural (number sense, addition, etc) goal
• A writing content (narrative, paragraph, etc) and procedural (spelling, fluency, typing) goal
• A self-regulation or advocacy goal
• One other socioemotional goal as needed.

Those ten goals would enable you to provide support across all key subjects and on socioemotional skills! For students with fewer needs, I do even fewer goals. 

If a student has related services, conference with the providers and combine your goals! Students are going to grow more if you are all rowing in the same direction– and focusing on the same key skills! Find ways to combine your goals.

When it comes to actually writing the goals, work from key standards. What are the standards that 1) hit on students’ areas of need; and 2) are worth working on again and again and again all year long? 

All of the goals in Spedhelper’s goal banks have been carefully chosen to reflect key standards. Don’t like our goals? Steal the standards and write your own!

Focus goals on students’ key areas of need– the areas where they are the most below grade level. And think about the bigger picture– what are the deficits that are likely to compound and keep them from accessing the general education curriculum?

Don’t limit yourself to academic goals! Students need more than content knowledge to succeed in school. Think about socioemotional needs too. Does the student stand up for themself? Can they request accommodations as needed? Do they have impulse control strategies to draw on?

All of us (me included!) have socioemotional needs. Our goal is for our students to become successful, independent learners….. what socio-emotional skills are there that might help them get there?

This is the biggest one! The law says parents need to be involved. Don’t make parent participation a check box! Talk to the family before the IEP and get to know what goals they want to see for their child! 

Families know their children better than we ever will so draw on them as a resource. They might not be able to give you a writing goal– but they are really likely to have amazing ideas on self-advocacy goals and organization goals!

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Spelling goals, grammar & complete sentences goals, paragraphs & narratives goals, writing fluency goals, number sense goals.

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4th Grade Math IEP Goal Bank Based On The Common Core Standards

Math goals are often tricky to line up with the Common Core Standards (which aren’t endorsed by the department of Ed anymore but are still used by almost every curriculum). Meeting a low skill level to an upper grade level can take a lot of thought. Hopefully these examples can give you some new ideas, get you thinking about new ways to track, and if they are written well, they should lead you to progress monitoring.

A question I hear a lot is: How can I use standards that are often too advanced for grade level students, to guide my students who are below grade level? My first thought is to take only the meat of the standards. Many textbooks create math problems that are “interpretations” of the standards. However, when you get to the meat of the standard, there is one or two key skills that students can learn. It’s okay if students can’t do every aspect of the standard. If they can access the basic skill, or one aspect of the content, that is still grade level content AND is differentiating.

There’s a common misconception that if a student receives a goal on grade level, that they no longer need services. This is not true if the IEP goals are creating a way to access grade level standards through differentiating and narrowing down content. I am always a proponent of getting students in special education as much grade level content as possible. So to wrap this up, look for narrowing down the standards to a specific skill that can be taught. Talk with general education teachers to help guide you to which skills are most important. And of course, look at their testing to see which skill areas they are deficient in. Sometimes I write a goal that is skill specific and then another that is grade specific (but still under their area of weakness). Other times, I write them together.

Operations And Algebraic Thinking

Use the four operations with whole numbers to solve problems.

These standards and example goals, would all be working on skills around actual computation. So if a student is struggling in computations, I would try to tie into one grade level of these standards.

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. CCSS.MATH.CONTENT.4.OA.A.1

Complex Example: Student will be able to take a product in a single digit multiplication problem, and then use the multiplier and multiplicand to make statements about the product being so many times larger. Student will master this goal when they can verbally say the product is ___ times larger across 5 equations, with an average accuracy rate of 70%, across 10 trials.

Complex Example : Using a check list with steps to remember, Student will be able to interpret a single digit multiplication statement that a product is a specific times as many as the multiplier. Student will show mastery when they solve this across 3 statements, with an average accuracy rate of 80% across 10 trials.

Simple Example: Using a visual representation of a single digit multiplication equation, Student will be able to say the product is ___ times larger than ____, across 3 equations, with an average accuracy rate of 75% across 4 consecutive trials.

Simple Example: Student will be able to solve a multiplication problem with digits 1-5 and then say the multiplication sentence using correct vocabulary with on 3 multiplication problems, with 80% accuracy across 10 trials.

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. CCSS.MATH.CONTENT.4.OA.A.2

Note: see definition of multiplicative comparison here .

Complex Example: Using a calculator, Student will be able to write a multiplication equation from a single digit multiplicative comparison, on 2 equations, with an average accuracy rate of 70% across 10 trials.

Simple Example: Given a multiplication chart, Student will be able to write a multiplication equation from single digit sentence using “twice as many” across 2 equations, and 10 total trials, with at least 80% accuracy. (consider doing a few other goals on three times, four times, etc.)

Simple Example: Given a multiplication problem from 1-10, Student will be able to draw a picture of two times as many, on 2 equations per trial, across 10 total trials with an average accuracy rate of 80%.

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. 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. CCSS.MATH.CONTENT.4.OA.A.3

Note: This would be a great standard to create a goal and then benchmarks that include writing an equation with a missing quantity, check their work, or use estimation strategies.

Complex Example: Using a graphic organizer, Student will be able to write an equation with a missing variable from a 4th grade level division or multiplication problem, with an average accuracy rate of 90% across 10 trials.

Complex Example: Student will be able to use estimation strategies to check their answer on two digit multiplication and division problems.

Simple Example: Using a graphic organizer, student will be able to solve 3 double digit multiplication word problems, with an average accuracy rate of 75% across 10 trials.

Gain familiarity with factors and multiples

Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. CCSS.MATH.CONTENT.4.OA.B.4

Complex Example: Student will be able to use multiple addition or subtraction to find the factors of numbers 1-100, on 3 numbers at a time, across 10 trials with an average accuracy rate of 80%.

Simple Example: Given 5 numbers that are a multiple and factors, Student will be able to identify which number is a multiple and which numbers are factors. Student will master this goal when they can identify 3 sets of multiples, with 90% accuracy across 10 trials.

Generate and analyze patterns

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.  For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way . CCSS.MATH.CONTENT.4.OA.C.5

Complex Example: Student will be able skip count by 5, 6, and 7’s with an average accuracy rate of 70% across 10 trials.

Simple Example: Student will be able to use a number line to count by 2’s across 10 trials with a 90% accuracy rate.

Number & Operations in Base Ten

Generalize place value understanding for multi-digit whole numbers.

These standards and example goals are all related to understanding numbers and counting. If a student is showing a weak understanding with “mathematical thinking” or “processes” these goals would be under those umbrella terms. (Also, when determining goals, you only need data to show that a student needs a goal. If you give them a test that shows these specific skills are a weakness, that is good enough.)

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.  For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division . CCSS.MATH.CONTENT.4.NBT.A.1

Complex Example: Student will be able to divide by multiples of 10 up to 1,000 on 5 sample problems per trial, across 10 trials, with an average accuracy rate of 70%.

Complex Example: Student will be able to multiply by multiples of 10 up to 1,000 on 3 sample problems per trials, across 10 trials, with an average accuracy rate of 90%.

Simple(er) Example: Student will be able to able to write the place value of 4 sample numbers (that could be between 1-1,000) in base ten numerals (450 is 400 + 50) across 10 trials with an average accuracy rate of 90%.

Simple Example: Student will be able to identify the place value of 5 numbers (from 1-100,000) with an average accuracy rate of 70% across 10 trials.

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. CCSS.MATH.CONTENT.4.NBT.A.2

Note: For this standard, and with most students, I would break it up into a few different goals. You could just benchmarks if you wanted to. You could put these examples together or use all of them.

Complex Example: Student will be able to write the place value of 2 sample numbers (between 1-1,000,000) in base ten numerals and then determine which is larger or equal to each other across 20 trials with an average accuracy rate 90%.

Simple Example: Student will be able to look at two numbers written as a base ten numeral (1-1,000), and determine if the number is greater, less, or equal, across 20 trials with an average accuracy rate of 90%.

Simple Example: Student will be able to compare two numbers (1-1,000) and determine if they are greater, less, or equal across 20 trials with an average accuracy rate of 80%.

Use place value understanding to round multi-digit whole numbers to any place. CCSS.MATH.CONTENT.4.NBT.A.3

Complex Example: Student will be able to round 5, 4-digit numbers to the nearest thousand or hundred, across 10 trials with an average accuracy rate of 80%.

Simple Example: Student will be able to determine if 3, two digit numbers are closer to lower or upper multiple of ten (26 is closer to 30), across 20 trials with an average accuracy rate of 70%.

Use place value understanding and properties of operations to perform multi-digit arithmetic.

These standards go back to computing goals, but could also be used under mathematical concepts.

Fluently add and subtract multi-digit whole numbers using the standard algorithm. CCSS.MATH.CONTENT.4.NBT.B.4

Example: Student will be able to add 3, 4 digit numbers (or less) with an average accuracy rate of 80% across 10 trials.

Example: Using graph paper to help organize numbers, Student will be able to add 2, 2 digit by 2 digit numbers with an average accuracy rate of 70% across 15 trials.

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. CCSS.MATH.CONTENT.4.NBT.B.5

Example: Using a multiplication chart, Student will be able to multiply 2, four digit by one digit, with an average accuracy rate of 80% across 10 trials.

Example: Student will be able to draw a picture to show 10, two digit multiplication problems, with 80% accuracy across 3 consecutive trials.

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. CCSS.MATH.CONTENT.4.NBT.B.6

Example: Student will be able to use a multiplication chart to help them divide four-digit dividends and one-digit divisors across 10 trials with an average accuracy rate of 90%.

Example: Student will be able to use a calculator to find the correct answer to a multi-digit division problem, with 100% across 3 consecutive trials.

Numbers and Operations – Fractions

Extend understanding of fraction equivalence and ordering.

Explain why a fraction  a / b  is equivalent to a fraction ( n  ×  a )/( n  ×  b ) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. CCSS.MATH.CONTENT.4.NF.A.1

Complex Example: Student will be able to draw 3 picture of two equivalent fractions pairs, with an average accuracy rate of 80% across 10 trials.

Complex Example: Student will be able to use multiplication to find an equivalent fraction with 90% accuracy across 5 consecutive trials.

Simple Example: Student will be able to use a manipulative to show two equivalent fractions with 90% accuracy across 3 consecutive trials.

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. CCSS.MATH.CONTENT.4.NF.A.2

Complex Example: Using a calculator, Student will be able to find a common denominator between two fractions, across 10 trials, with 5 fractions per trial, with an average accuracy rate of 90%.

Complex Example: Using a calculator, Student will be able to find a common denominator, then determine which fraction is greater or lesser, across 5 trials, with 2 fractions per trial, having an average accuracy rate of 70%.

Simple Example: Student will be able to compare two fractions with the same denominator across 5 trials with an average accuracy rate of 90%.

Build fractions from unit fractions

Understand a fraction  a / b  with  a  > 1 as a sum of fractions 1/ b . CCSS.MATH.CONTENT.4.NF.B.3.A Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. CCSS.MATH.CONTENT.4.NF.B.3.B Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.  Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8 . CCSS.MATH.CONTENT.4.NF.B.3.C Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. CCSS.MATH.CONTENT.4.NF.B.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. CCSS.MATH.CONTENT.4.NF.B.3

Complex Example: Student will be able to solve a fraction addition or subtraction word problem (with the same denominator), and create a picture of the two fractions, with 80% accuracy across 10 trials.

Simple Example: Student will be able to use fraction manipulatives to show how many equal pieces are in a fraction, with 100% accuracy across 3 consecutive trials.

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. CCSS.MATH.CONTENT.4.NF.B.4

Complex Example: Student will be able to determine the operation being used in a word problem, and then multiply a fraction by a whole number, with 80% accuracy across 10 trials.

Simple Example: Student will be able to use manipulative to solve a multiplication problem of a fraction and whole number, with 70% accuracy across 15 trials.

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. 2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100 . CCSS.MATH.CONTENT.4.NF.C.5

Example: Student will be able to change a fraction with a denominator 10, to an equivalent fraction with denominator 100, across 10 trials with an average accuracy rate of 75%.

Use decimal notation for fractions with denominators 10 or 100.  For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram . CCSS.MATH.CONTENT.4.NF.C.6

Example: Student will be able to change a fraction with denominator 100 into a decimal with 80% across 20 trials.

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. CCSS.MATH.CONTENT.4.NF.C.7

Example: Student will be able to compare two, two-digit decimals, across 5 questions, with 80% accuracy across 10 trials.

Measurement and Data

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.  For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), … CCSS.MATH.CONTENT.4.MD.A.1

Example: Student will be able to multiply to find out the equivalent units in km, m, and cm. Student will mastery this when they can do this 5 times, across 5 trials, with 70% accuracy.

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. CCSS.MATH.CONTENT.4.MD.A.2

Complex Example: Student will set up a fraction multiplication problem using distances across 10 trials with 70% accuracy.

Apply the area and perimeter formulas for rectangles in real world and mathematical problems.  For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor . CCSS.MATH.CONTENT.4.MD.A.3

Complex Example: Student will be able to use fraction multiplication rules to solve a missing unit problem with 90% accuracy across 10 trials.

Complex Example: Student will be able to use a set up a fraction problem with a missing unit with 70% accuracy across 10 trials.

Represent and interpret data

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.  For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection . CCSS.MATH.CONTENT.4.MD.B.4

Example: Student will be able to read a line plot and answer 3 literal questions about the data with 100% accuracy across 3 consecutive trials.

Geometric measurement: understand concepts of angle and measure angles AND Geometry

For these goals, I would only use them as needed. If a student is all caught up in other areas, it may be time to consider if they need a math goal. However, there is always an outlier case. Or if a student is in a classroom where they are never in the general education classroom, they may have a goal for this.

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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

15 strategies for cultivating a growth mindset in teens & adults, 8 iep goals for impulse control, how to get your kids to buy in to limiting their video game & screen time, why two skills are better than one in the context of transition planning, hyperfixation and executive functioning: balancing intense interests with productivity, executive functioning 101: all about self-monitoring.

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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mathematizing4all

Developing meaningful mathematics goals for ieps.

Published by

Rachel Lambert

In the last few months, several educators have asked me some variant of the following question:

How do we shift students’ IEP goals from rote memorization to meaningful mathematics?

IEP goals are the heart of instruction for students with disabilities. In my experience, a narrow goal can contribute to all sorts of unintended consequences for a child’s mathematics.  What kind of mathematics instruction might a child receive whose IEP goal states,

Given a set of numbers, STUDENT will solve two digit addition problems without regrouping with 80% accuracy in 4/5 trials.

In this case, it would then appear to be the civil right of the child to receive endless worksheets in addition without regrouping to prepare them to master this goal. Then when they mastered that sub-skill, they could be taught addition with regrouping in a separate set of worksheets. This kind of instruction will create mathematical habits in children that  we should not be encouraging: in this case, we are teaching the child that mathematics means applying memorized procedures when they are told to by the teacher, and does not include sense making or struggle. This creates children who, when you actually give them a meaty mathematical problem, ask you “but what is the operation?” We create that kind of learned helplessness in mathematics by oversimplifying and underchallenging children. So, in the endless cycle of educational unintended consequences, by following the child’s IEP, we provide instruction and assessment based towards a goal that will create a misunderstanding.  Whew.

IEP goals need to be specific, measurable, achievable, relevant and time-bound, and that structure contributes to overly prescriptive mathematical goals. When I first began work as a special educator, I saw some very non-specific IEP goals such as

STUDENT will learn multiplication.

I am not kidding.

So this movement towards more relevant IEP goals, goals that actually can be assessed, IS a civil right for a child with a disability. IEP goals are tools to ensure that a child with a disability is being educated, rather than ignored.  They should be taken seriously, and designed carefully for the good of that child.

But who will protect the children from overly-rote IEP math goals?

Here is a post called  Developing Mathematics IEP Goals and Objectives that Work! , that documents the work of a group of educators in Maryland who collaboratively redesigned IEP math goals to better align with standards-based mathematics,

The result of the collaboration was a tool that guides special educators through the development of student goals and objective that focus on a student’s long-term mathematics learning. The focus on learning behaviors is shifting our special educator’s thoughts about supporting mathematics instruction. Instead of mathematics views as a disconnected set of skills to be memorized, our teachers are viewing problems as puzzles with multiple solution paths and high levels of critical thinking. Additionally, our teachers are reporting that the scaffolding of the behaviors helps determine exactly where student skill levels lie and how to adjust instruction to advance their mathematical abilities. So, for the first time, IEP goals and objectives are aligned to the everyday instruction meaning that our students are pulled out of first instruction far less frequently. (

Because the mathematics goals were better aligned to the standards-based mathematics in the general education classrooms, this shift in IEP goals allowed students with disabilities to be pulled out of math class “far less frequently.”

Clearly, for us to rethink mathematics IEP goals, we need to design collaborations between general and special educators. In the case of these educators from Maryland, a team approach mattered. What also mattered was shifting the focus of IEP goals from computation to the Standards for Mathematical Practice. I might suggest that a learner could benefit from two mathematics IEP goals: one SMP goal, and one content goal.

Let’s think through an IEP goal based on the first Standard for Mathematical Practice:

MP1. Make sense of problems and persevere in solving them.

The first SMP is a critical goal for all kids, and particularly for any kid who either doesn’t fully invest themselves in mathematical work, or who tends to apply procedures without thinking through the problem. So how can we make this goal specific, measurable, achievable, relevant and time-bound?

As I write this goal, I think of a student I once had, let’s call him Joe. Joe was in a special education classroom with traditional mathematics instruction until 3rd grade, when he was placed in a general education classroom. Joe was a quiet, thoughtful child who found mathematics difficult, and would often sit with a math problem for long periods of time without starting. Because Joe had lots of practice in math following teacher procedures, and very little practice solving independently, he needed additional support to be able to begin and solve those problems. What about this goal for his IEP, inspired by SMP1, but with different wording?

When given a CGI story problem, Joe will use strategies such as representing the problem with drawings or manipulatives, reaching a solution in 4 out of 5 classroom sessions, documented by teacher observation and/or student work.

To assess IEP goals, special educators make sure it is SMART (Specific, Measurable, Achievable, Relevant and Time-bound). Is this goal specific enough that we could assess it? It specifies the kind of problem that we will assess, not just any math work, but CGI story problems. We would be looking for BOTH Joe using strategies such as drawing, but also him reaching a solution (no mention of whether it was correct or not).  We should be able to see him using these strategies, or direct-modeling the problem, as we observe him in class, and in his student work.  It is only slightly time-bound, that he must reach a solution during a classroom session. Adding additional time pressure, I believe, would be highly counter-productive.   Most importantly, it is relevant. If Joe was able to develop this new habit of making sense of mathematics, he would be able to tackle increasingly more challenging work.

The Standards for Mathematical Practices are made to be general, to cover many situations.  Using them as IEP goals means that they need to be made specific to the curriculum of the child’s classroom and the child’s particular needs.

A good IEP goal is also tied to instructional strategies. In this goal, a teacher would need to conference with Joe, coaching him strategically. How can we begin to solve a problem? We can visualize the problem, we can represent it in a drawing, and we can represent the problem using manipulatives. The first objective might be:

When given a CGI story problem and a teacher prompt , Joe will use strategies such as representing the problem with drawings or manipulatives,  reaching a solution 4 out of 5 classroom sessions, documented by teacher observation and/or student work.

Goals for other students using SMP 1 might look very different, depending on the child and the curriculum.

What can a group of educators work on to delve deeper into the mathematical IEP goals of their students?  First, you could begin by picking focus students, writing MPS IEP goals for them, and then carefully assessing their progress. To get started, you could analyze the mathematical goals in a goal bank (here is one developed in Oregon and appears to be in use in NYC). What is the cognitive demand of these goals? Which are tied to the MPS? How will you assess the student’s developing of reasoning? Of mathematical critique? You could track their participation in small group and whole group discussion.

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3 responses to “developing meaningful mathematics goals for ieps”.

Thanks for tackling such an important issue Rachel! You’ve left us lots to think about here but you’ve also provided some great suggestions. I really like the way that you’ve called for the teacher and student to conference with one another. We can learn so much about a student from just sitting down and listening to them.

Rachel, I love that I stumbled across this blog post of yours. Our team has been tackling the issue of how to write IEP goals that allow students to participate in an inclusive setting, and that align better with our school’s beliefs about learning. Thank you for this post! I’ve shared it with my team.

Hi, This is exactly what I’ve been attempting to do. The link to Oregon’s goalbank is not operational. Do you know where it moved to?

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IEP Goals For Math Problem Solving

Last Updated on October 8, 2022 by Editorial Team

Math problems may prove exceptionally difficult for students with learning disorders. Thankfully, the schools are now adopting a sincere approach to making education quite inclusive for children with special education needs. In addition to offering individualized education programs , they insist on working with parents/guardians as a team. So, if you are a parent or caretaker of a child with math learning difficulties, you must know about IEP goals approved under the special education program.

In this post, we intend to acquaint you with IEP goals for math problem-solving. By having knowledge of these IEP goals in hand, teachers and parents can ascertain the effectiveness of the program. Also, they can evaluate the program implementation procedure and include changes in a student-centric manner when required.

Measurable IEP goals for math problem-solving

IEP is the right of students with learning difficulties. It has got the backing of IDEA (Individuals with Disabilities Education Act), which is a law.

The law dictates that schools arrange for suitable interventions to help children with special needs meet their educational goals. Governed by these laws, the following is a list of measurable math problem-solving IEP goals:

• The goal for building number sense: By the end of the x period, child A will subitize n number of sets containing 10 or few items with 80% accuracy. This goal is suitable for the K2 level and may be repeated till the attainment of perfection.
• Pattern identification: A major part of math problem-solving is dependent on the ability to sequence numbers or identify patterns. It is part of math reasoning and the goal reads as, “The student will identify and explain the pattern at least twice with a minimum of 70% accuracy at the end of the academic session.”
• Find fractional values: Moving from whole numbers, a student must be familiar with certain parts of it. Hence, the IEP goal for learning fractions includes “the student will identify half, one-third, and one-fourth of a quantity by the end of the chosen period with 70-80% accuracy.”
• Attain Operational fluency: By the end of Grade 3, the teacher may strive to impart fluency in doing mathematical operations on whole numbers up to1000 using manipulatives . A suitable format of goal will be, “The student will recall all operational facts, interpret products of whole numbers, and write a verbal expression of mathematical equations with almost 100% accuracy in ‘n’ number of attempts.”
• Learn geometry problem-solving: Corresponding to the expectations from students of Grade 5 and Grade 6, the student with individualized education needs shall demonstrate fluency in calculating the perimeter, area , and volume of a given set of geometrical figures (mostly, square, rectangle and circle).
• Polynomial expressions’ expansion, combination, and simplification mastery with 80% accuracy
• Tabulate and solve graphs based on equations and inequalities
• One-step and multi-step linear equations are to be solved using correct strategies 8/10 times with 80% accuracy
• Determine slope with at least 80% accuracy from given ordered pairs or equations or graphs

More or less, the IEP goals for math problem-solving surround these classic branches of the subject. With the increase in grades, the level of difficulty changes.

An engineer, Maths expert, Online Tutor and animal rights activist. In more than 5+ years of my online teaching experience, I closely worked with many students struggling with dyscalculia and dyslexia. With the years passing, I learned that not much effort being put into the awareness of this learning disorder. Students with dyscalculia often misunderstood for having  just a simple math fear. This is still an underresearched and understudied subject. I am also the founder of  Smartynote -‘The notepad app for dyslexia’, 

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15 IEP Goals for Working Memory (and Auditory Memory)

D oes your child struggle with Working Memory issues, and do you want them added to the IEP? Have you heard parents talk about working memory skills, but you're not sure what they are?

Ok, remember these?

I’m dating myself a bit, I know. But these are a great example of how we exercise our working memory.

If you wanted to make a call, you looked up the number. You quickly memorized it while you walked to the telephone (which was attached to the wall!).

When you got to the phone, you dialed the number, recalling it using your  working memory .

Working memory is an essential executive functioning skill . Even if we don't use phone books anymore, we still need our working memory.

I recently had an SLP (speech-language pathologist) to interview her about working memory and executive functioning.

I highly recommend you watch this, whether you're a parent or a teacher.

If you don't have time right now, bookmark it or pin it to come back and watch it later.

Working Memory IEP goals

Has it ever been raining when you went to work…but not on the way home? And then you forgot to bring your umbrella home, right?

Because your  working memory  did not remind you! If the rain was not present to remind you to grab an umbrella, you forgot.

Functions of Working Memory

Working memory is considered one of our Executive Functions . Here are some examples of how working memory can affect you at school or home.

• help you solve math problems
• make and achieve time management goals
• allow you to complete a longer reading passage and remember the beginning, and its relevance to the rest of the story/book
• ability to look in your fridge or pantry and remember what you need to buy at the grocery store
• ability to remember to bring home important things (like homework, shoes, coats)

We all do this all the time! In the morning it’s cool, so we wear a jacket or sweater. In the afternoon, it’s warm, so we forget to bring home that jacket or sweater.

Throw in a few sensory issues, and it makes perfect sense why your kid came home only wearing one shoe. It happens!

Lack of a strong working memory can often be mistaken for cognitive and academic deficits, so interventions are warranted.

Working memory involves the ability to keep information active in your mind for a short time to be able to use it for further processing.

Working memory is our temporary storage system and helps us with our day-to-day tasks (e.g. following instructions, responding in conversations, listening and reading comprehension , organization).

Can your child follow directions that are 2-3 steps? If not, they may lack working memory skills.

Again, this is one of those invisible skills, or at least it is invisible if it’s present. If a person lacks good working memory skills, then it’s very visible and often treated punitively rather than being supported .

Cog-Med has some excellent charts and graphics that show working memory skills. Take a look.

Working Memory Skills for Kids

Choose the skill that your child is lacking, or what they are exhibiting that may be due to a lack of a skill set. Then, plug that skill into the IEP goal formula.

Working Memory Skills-Adult Examples

Here are some adult examples of working memory skills.

Working Memory IEP Goals

Goals should be developed using the student's baselines defined in IEP Present Levels .

From there, I would take the area of need and using the baseline and the IEP goal formula, make it measurable (flow chart below).

• The student will accurately repeat verbal instructions with 80% accuracy before beginning assignment as evidenced by teacher/staff observation and data.
• The student will accurately follow classroom procedures for turning in assignments with 80% accuracy 4 out of 5 consecutive days.
• The student will use mnemonics to aid in memorization of content material 4 out of 5 times as measured by teacher observations and data.
• The student will use graphic organizers to record or recall content knowledge 8 out of 10 times as evidenced by teacher feedback.
• The student will use an app or designated system to record questions that cannot be answered immediately.
• The student will demonstrate improved working memory by recalling and accurately repeating a sequence of 10 unrelated words after a single presentation with 80% accuracy.
• The student will exhibit enhanced working memory by completing multi-step math problems with 90% accuracy.
• The student will display improved working memory by recalling and following a series of 5-7 step instructions with 85% accuracy.
• The student will demonstrate increased working memory by recalling and accurately writing down a series of 8-10 unrelated numbers after a single presentation with 75% accuracy.
• The student will exhibit enhanced working memory by recalling and accurately reproducing a sequence of 10 unrelated objects after a single presentation with 80% accuracy.
• The student will display improved working memory by recalling and following a series of 3-5 step directions with 90% accuracy.
• The student will demonstrate increased working memory by recalling and accurately writing down a series of 6-8 unrelated letters after a single presentation with 80% accuracy.
• The student will exhibit enhanced working memory by recalling and accurately reproducing a sequence of 15 unrelated syllables after a single presentation with 75% accuracy.
• The student will display improved working memory by recalling and following a series of 5-7 step procedures with 85% accuracy.
• The student will demonstrate increased working memory by recalling and accurately writing down a series of 10-12 unrelated words after a single presentation with 70% accuracy.

IEP Goals for Auditory Memory

• The student will demonstrate improved auditory memory by recalling and accurately repeating a sequence of 6-8 spoken words after a single presentation with 85% accuracy.
• The student will exhibit enhanced auditory memory by recalling and accurately following a series of 3-5 spoken instructions with 90% accuracy.
• The student will display improved auditory memory by recalling and accurately repeating a series of 8-10 spoken numbers after a single presentation with 80% accuracy.
• The student will demonstrate increased auditory memory by recalling and accurately repeating a sequence of 10 unrelated spoken syllables after a single presentation with 75% accuracy.
• The student will exhibit enhanced auditory memory by recalling and accurately repeating a series of 4-6 spoken sentences with 85% accuracy.

But wait, there's more! Working memory is an essential executive functioning skill , and if you want success, there's more to know.

Auditory Memory

Auditory memory refers to the ability to store and recall information that has been heard or processed through the auditory system. It is a component of sensory memory, which is a short-term form of memory that temporarily holds sensory information from the environment. Auditory memory involves the retention and recall of sounds, spoken words, music, and other auditory stimuli.

There are different aspects of auditory memory:

• Short-term auditory memory: This type of memory involves the temporary storage of auditory information for a brief period, typically lasting a few seconds to a minute. For example, when you listen to a phone number and repeat it to yourself before dialing, you are using short-term auditory memory.
• Long-term auditory memory: Long-term auditory memory involves the storage and retrieval of auditory information over a more extended period, potentially lasting for years. This can include remembering melodies, songs, or spoken phrases from the distant past.
• Auditory working memory: Working memory is a system that temporarily holds and manipulates information while performing cognitive tasks. Auditory working memory comes into play when you need to remember and process auditory information simultaneously, such as following spoken instructions or solving problems based on verbal information.

Auditory memory plays a crucial role in various aspects of our daily lives, including language comprehension, learning, communication, and music appreciation. It is closely related to cognitive processes like attention, perception, and comprehension, as it enables individuals to make sense of the sounds and spoken language in their environment.

Impairments in auditory memory can impact a person's ability to understand and remember spoken information, which can have significant consequences in academic, professional, and social contexts.

Auditory Memory vs Working Memory

Working memory and auditory memory are related but not the same thing.

They are distinct cognitive functions, but working memory can involve the manipulation and temporary storage of auditory information.

Working Memory:

• Working memory is a system that allows you to temporarily hold and manipulate information needed to perform cognitive tasks. It is like a mental workspace where you can process, rearrange, and work with information in real-time.
• Working memory encompasses information from various sensory modalities, including visual, auditory, and spatial information. It is not limited to just auditory information.
• Working memory involves executive functions like attention, decision-making, problem-solving, and planning.
• It is an active cognitive process that helps individuals manage multiple tasks and process information efficiently.

Auditory Memory:

• Auditory memory specifically refers to the ability to store and recall information that has been heard or processed through the auditory system. It is a subset of working memory that deals with auditory information.
• Auditory memory primarily focuses on the retention and recall of sounds, spoken words, music, and other auditory stimuli.
• While working memory can involve auditory information, it also includes other types of information, such as visual or spatial data.
• Auditory memory is essential for tasks like remembering and following spoken instructions or recalling information from a conversation.

In summary, working memory is a broader concept that encompasses various types of information and is involved in cognitive processes beyond memory, while auditory memory is specific to the retention and recall of auditory information.

However, working memory can include auditory memory as one of its components when dealing with auditory tasks or processing spoken information.

Working Memory Skills-Fluctuations

Many students lack working memory skills, or our skills fluctuate depending on age and stage of life. When we are stressed, we forget things. When we’re sick, unhealthy, distracted, the importance of the item...all of these things can affect working memory.

I can remember exactly what brands and varieties of foods Kevin will eat and which restaurants have items for him.

But I cannot buy my husband a 6-pack of beer that he likes and I continually buy him the wrong packs of sushi at Wegman’s. One item is just more important for me to remember.

If you’re aware of your issues, most adults compensate and find their own accommodations, such as creating a shopping list before you go to the grocery store.

But if you have other learning disabilities or problem-solving is not your strong suit, the student may need accommodations and practice. Your working memory can improve with practice.

Here is a great chart I found from LD Canada.

In addition to IEP goals and SDIs that address working memory, you want it to be fun. There are many categories of board games and puzzles that will exercise your working memory.

A final note: I have seen so many kids who are punished for forgetting homework. Punished for forgetting to bring something to school or home. Yes, to function in society, it’s important to learn working memory skills or have our own set of supports.

I cannot stress enough to work  with the child , get  their  input and ideas and suggestions. I have seen too many kids just get downtrodden and deflated, because they are punished or grounded, over and over for something they are having trouble learning.

Most kids  want  to improve these skills and are not just being defiant by not bringing in homework.

Stick with your child and get your team on board with supports and activities that help your child learn these skills….not just continually being punished for not having them.

Math IEP Goals for Second Grade Skills

Welcome to teachtastic's iep goal bank., back to the main page.

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)