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Math Goals for IEPs

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

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

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IEP Goals for Reading

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PreK- 5Present Levels & Assessment Resources

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

All the goals you need, when you need them.

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

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

IEP Goals 101

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

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

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

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

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

IEP Goals for Your Database

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

Reading Comprehension IEP Goal Bank

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

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

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

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

Math IEP Goal Bank

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

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

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

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

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

Writing IEP Goal Bank

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

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

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

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

Behavior IEP Goal Bank

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

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

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

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

Social Skills IEP Goal Bank

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

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

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

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

Social-Emotional Skills IEP Goal Bank

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

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

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

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

Executive Functioning IEP Goal Bank

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

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

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

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

Self-Advocacy IEP Goal Bank

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

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

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

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

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

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

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IEP 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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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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Home » Blog » General » Understanding IEP Goals for 6th Grade: A Comprehensive Overview

Understanding IEP Goals for 6th Grade: A Comprehensive Overview

As a parent or educator, you may have heard the term “IEP goals” being used in relation to your child’s education. But what exactly are IEP goals, and why are they important, especially for 6th graders? In this blog post, we will explore the ins and outs of IEP goals for 6th grade, providing you with a comprehensive overview to help you better understand and support your child’s educational journey.

What are IEP goals?

IEP stands for Individualized Education Program, which is a legally binding document that outlines the educational goals and services for students with disabilities. IEP goals are specific objectives that are tailored to meet the unique needs of each student. These goals are designed to address the areas in which the student requires additional support and intervention.

It is crucial to align IEP goals with the student’s needs and abilities. By doing so, we can ensure that the goals are realistic and attainable, setting the student up for success. The IEP team, which includes parents, educators, and other professionals, plays a vital role in setting these goals. Together, they collaborate to create a plan that supports the student’s academic, communication, and social-emotional development.

Understanding IEP goals for 6th grade

6th grade is a critical time in a child’s educational journey. It is a transitional period where students face new challenges and expectations. To effectively support their growth and development, it is essential to have a clear understanding of the specific IEP goals for this grade level.

Academic goals

Academic goals in 6th grade focus on building foundational skills in reading, writing, and math. These goals may include:

• Reading and comprehension skills: Improving reading fluency, comprehension strategies, and vocabulary development.
• Writing skills: Enhancing writing mechanics, organization, and expression of ideas.
• Math skills: Developing mathematical concepts, problem-solving abilities, and critical thinking skills.

Communication goals

Communication goals for 6th graders encompass both expressive and receptive language skills, as well as social communication skills. These goals may include:

• Expressive language skills: Enhancing verbal and written expression, including grammar, vocabulary, and sentence structure.
• Receptive language skills: Improving listening comprehension, following directions, and understanding complex information.
• Social communication skills: Developing effective communication in social settings, including turn-taking, active listening, and understanding non-verbal cues.

Social-emotional goals

6th grade is a time of significant social and emotional growth. Social-emotional goals focus on developing skills related to self-awareness, self-regulation, relationship-building, and emotional well-being. These goals may include:

• Self-awareness and self-regulation: Recognizing and managing emotions, developing coping strategies, and demonstrating self-control.
• Relationship-building and social skills: Establishing and maintaining positive relationships, resolving conflicts, and demonstrating empathy and respect.
• Emotional well-being and coping strategies: Developing strategies to manage stress, anxiety, and other emotional challenges.

Components of effective IEP goals

Effective IEP goals share several key components that contribute to their success:

• Specific and measurable objectives: Goals should be clearly defined and measurable, allowing for progress monitoring and evaluation.
• Realistic and attainable targets: Goals should be challenging yet achievable, taking into account the student’s current abilities and potential for growth.
• Time-bound goals: Goals should have a specific timeline for completion, providing a sense of structure and accountability.
• Consideration of the student’s strengths and weaknesses: Goals should be tailored to the student’s individual strengths and weaknesses, ensuring a personalized approach to their education.

Collaborating with the IEP team

Collaboration with the IEP team is crucial for the successful implementation of IEP goals. Open communication, active involvement of parents and caregivers, and regular progress monitoring are key to ensuring that the goals are effectively met.

Parents and caregivers play a vital role in supporting their child’s IEP goals. By actively participating in the IEP meetings, sharing valuable insights and observations, and staying informed about their child’s progress, parents can contribute to the development and refinement of the goals.

Strategies for supporting IEP goals at home and school

Supporting IEP goals is a collaborative effort between home and school. Here are some strategies that can help:

• Creating a supportive learning environment: Providing a structured and nurturing environment that promotes learning and growth.
• Providing individualized instruction and accommodations: Tailoring instruction to meet the student’s unique needs and providing necessary accommodations or modifications.
• Encouraging self-advocacy and independence: Empowering the student to take ownership of their learning and advocate for their needs.
• Promoting collaboration between home and school: Maintaining open lines of communication, sharing information, and working together to support the student’s progress.

Understanding IEP goals for 6th grade is essential for parents, caregivers, and educators alike. By having a clear understanding of these goals, we can better support our children’s academic, communication, and social-emotional development. Remember, collaboration and open communication with the IEP team are key to ensuring that these goals are effectively met.

If you would like to learn more about IEP goals and how to support your child’s social-emotional development, I invite you to start your EverydaySpeech Free trial today. EverydaySpeech offers a comprehensive platform that provides resources, activities, and strategies to help children thrive in their social-emotional learning journey. Start your free trial here .

Together, let’s empower our children to reach their full potential!

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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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Math word problems with answers for grade 6.

Grade 6 maths word problems with answers are presented. Some of these problems are challenging and need more time to solve. Also detailed solutions and full explanations are included.

• Two numbers N and 16 have LCM = 48 and GCF = 8. Find N.
• If the area of a circle is 81pi square feet, find its circumference.
• Find the greatest common factor of 24, 40 and 60.
• In a given school, there are 240 boys and 260 girls. a) What is the ratio of the number of girls to the number of boys? b) What is the ratio of the number of boys to the total number of pupils in the school?
• If Tim had lunch at $50.50 and he gave 20% tip, how much did he spend?
• Find k if 64 ÷ k = 4.
• Little John had $8.50. He spent $1.25 on sweets and gave to his two friends $1.20 each. How much money was left?
• What is x if x + 2y = 10 and y = 3?
• A telephone company charges initially $0.50 and then $0.11 for every minute. Write an expression that gives the cost of a call that lasts N minutes.
• A car gets 40 kilometers per gallon of gasoline. How many gallons of gasoline would the car need to travel 180 kilometers?
• A machine fills 150 bottles of water every 8 minutes. How many minutes it takes this machine to fill 675 bottles?
• A car travels at a speed of 65 miles per hour. How far will it travel in 5 hours?
• A small square of side 2x is cut from the corner of a rectangle with a width of 10 centimeters and length of 20 centimeters. Write an expression in terms of x for the area of the remaining shape.
• A rectangle A with length 10 centimeters and width 5 centimeters is similar to another rectangle B whose length is 30 centimeters. Find the area of rectangle B.
• A school has 10 classes with the same number of students in each class. One day, the weather was bad and many students were absent. 5 classes were half full, 3 classes were 3/4 full and 2 classes were 1/8 empty. A total of 70 students were absent. How many students are in this school when no students are absent?
• The perimeter of square A is 3 times the perimeter of square B. What is the ratio of the area of square A to the area of square B.
• John gave half of his stamps to Jim. Jim gave gave half of his stamps to Carla. Carla gave 1/4 of the stamps given to her to Thomas and kept the remaining 12. How many stamps did John start with?
• Two balls A and B rotate along a circular track. Ball A makes 4 full rotations in 120 seconds. Ball B makes 3 full rotation in 60 seconds. If they start rotating now from the same point, when will they be at the same starting point again?
• A segment is 3 units long. It is divided into 9 parts. What fraction of a unit are 2 parts of the segment?

• A car is traveling 75 kilometers per hour. How many meters does the car travel in one minute?
• Carla is 5 years old and Jim is 13 years younger than Peter. One year ago, Peter's age was twice the sum of Carla's & Jim's age. Find the present age of each one of them.
• Linda spent 3/4 of her savings on furniture. She then spent 1/2 of her remaining savings on a fridge. If the fridge cost her $150, what were her original savings?
• The distance bewteen Harry and Kate is 2500 meters. Kate and Harry start walking toward one another and Kate' dog start running back and forth between Harry and Kate at a speed of 120 meters per minute. Harry walks at the speed of 40 meters per minute while Kate walks at the speed of 60 meters per minute. What distance will the dog have travelled when Harry and Kate meet each other?

Answers to the Above Questions

• a) 13:12 b)12:25
• 0.50 + N * 0.11
• 4.5 gallons
• 450 centimeters squared
• 108 cubic centimeters
• 1250 meters/minute
• Carla:5 years, Jim: 6 years, Peter: 19 years.
• 3000 meters

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26 Whole ClassMath Games: Adaptable For All Students

Samantha Dock

Whole class math games are becoming progressively more popular among educators and students as a strategy to increase learner engagement and comprehension. This approach transforms traditional math lessons into interactive and immersive learning experiences. 

In this article, we list 26 of the best math teacher-approved whole class math games for you to try with your students today.

What are whole class math games? 

Whole class math games are a way to leverage gamification, such as challenges, levels, and points, to motivate and engage all learners in math in a fun way. Whole class math games should be student-centered learning and accessible to all students and be flexible to include all learner abilities and additional needs. 

Through fun math games, teachers can motivate and inspire students to work collaboratively, to solidify their understanding of key math concepts and to have fun during math class.

26 Whole Class Math Games

Play these 26 fun and engaging math games with your pre-kindergarten to 8th grade students.

Benefits of whole class math games

By using whole class math games strategically, they can be an effective learning strategy . The benefits of whole class math games include:

• Intrinsic motivation: Games can provide intrinsic motivation by offering immediate feedback, rewards, and a sense of accomplishment.
• Reinforce math content: Games naturally encourage repeated practice and exploration. Learners are more likely to continue practicing and retaining what they have learned over time by embedding math concepts within engaging game contexts. 
• Personalize learning and feedback: Gamification facilitates a tailored learning experience where students can progress at their own pace and receive individualized feedback, addressing their unique learning needs and preferences.
• Promote perseverance: Students are motivated to persevere with challenging mathematical problems.
• Promote problem-solving , strategic thinking and critical reasoning
• Foster collaboration: Games encourage students to work together, discuss strategies and learn from one another.
• Math can be fun: Games can help to reduce math anxiety by presenting math in an accessible way in a low-stakes environment. 

26 whole class math games to engage all students

Here, we’ve listed 26 whole class math games including mental math games , multiplication games and more:

6 No prep whole class math games

1. clap and count.

This is a great no prep and quick whole class math game to get students engaged and moving! 

Grade level: PreK-3

How to play: The math teacher or selected student picks a number and says it aloud or writes it on the whiteboard. The class is then expected to clap and count up to that number. This game helps students practice their number sense.

Ideas to adapt: You can adapt this to include exercising, as well! (Example: the number 5 is selected, so students have to do 5 push ups).

This game can be used to count in varying increments e.g. 2s, 5s, 10s. 

Another quick, no-prep whole class math game that gets students to collaborate and strategize! This is a great game to play if you have a few extra minutes at the end of class or the students need a brain break.

Grade level: Grades 3-8

How to play: In this game, have students count to the number 21. If two or more students say the same number, start over from 1. The same student cannot say two numbers in a row. 

Ideas to adapt: You can change the number higher or lower depending on the number of students in your class or have students close their eyes to make it more challenging!

3. Mystery Number

This activity reinforces math fluency and vocabulary. This can be a whole class math game or have students buddy up.

Grade level: Grades 1-4

How to play: One person in the group thinks of a number and gives the other person hints about what the number is. For example, a hint can be, “The number is bigger than 3, but less than 17.”

Ideas to adapt: You can have students write down their number on a mini dry erase board or their notebook so they do not forget it.

War is a simple yet effective card game to get students to compare two quantities.

Grade level: Grades 1-8

How to play: Typically, this game is played with a deck of cards that is split into two even piles. The cards are face down and students pick the top card to compare with their partner. The person with the higher card value gets to keep both cards. If the two cards have the same value, the students place 3 cards face down and flip over the fourth one. The student with the higher value card gets to keep all of the cards. In order to win the game, students must collect all of the cards in the pile.

Ideas to adapt: This game is easily adaptable to each grade level. You can make and print out cards with the concept that you are learning. For example, you can create 52 cards with integers on them, or fractions and decimals.

Another no-prep card game to quickly engage students and get them practicing number bonds and math fluency. 24 lays the groundwork for computational thinking.

Grade level: Grades 1-9

How to play: In 24, students are in groups of 2-4 and are asked to make the number 24 using all four numbers on the card and any operation. The student who can make the number 24 first wins the cards. The student with the most cards at the end wins.

6. Dominoes

There are so many variations of dominoes that you can use with your students! 

How to play: One way to play is to have all the dominoes flipped over and each student picks a domino, writes down each side as an addend and adds them together. You can also use the domino to create addition fact families to help with fluency in numbers and operations, categorizing them into even and odd numbers, or sorting them by the sum.

Another way to adapt dominoes is to lay them down so that you have a row that adds up to 10. To begin with, the dominoes are face down. Each player takes turns picking up a tile and making a new row or putting it at the end of a row to make 10. In this game, the student with the most rows of 10 at the end wins. This helps to support students’ conceptual and computational growth. 

Ideas to adapt: Creating magic squares is another way to use dominoes to engage students in learning and enhance their math fact fluency.

9 Whole class math games for any grade

7. jeopardy.

Grade level: Grades K-8

Jeopardy is a classic game that teachers typically use as a unit review.

How to play: Students are split up into 4 teams and must answer the questions on the board. The questions are separated into 5 categories and given a dollar amount. The higher the dollar amount, the more difficult the question is. The group with the highest dollar amount at the end of the game wins.

This is a great game that can be played in person or virtually.

How to play: Give students a blank BINGO board and have all the potential answers on the front board. Ask students to write down the answers on their board wherever they want. Make sure they know to write down each answer only once. 

Once all BINGO boards have been created, pick a question for the students to answer. You can create a PowerPoint with all the questions on separate slides and ask students to pick a number. When you click on that number the question will be presented to the students to answer. Students will mark off the answer on their BINGO cards and the first student to get 5 in a row wins!

9. Trashketball

Trashketball is another engaging review game.

How to play: This game works best if there are about 6 single-sided pages printed in a packet for each student to complete. Students work on the first page, check their answers with the teacher, and if they get all their answers correct, they can crumble their piece of paper into a ball and stand at the 2 or 3 point line to attempt a basket. You can use the recycling can on top of a desk as the basket and put tape on the ground to mark off where the 2 and 3 point lines are. The student with the most points at the end of class wins.

Ideas to adapt: If a student has an incorrect answer, you can tell them which question was wrong or tell them, “2 problems on this page are incorrect.” This allows them to conduct error analysis on their own work.

10. Scavenger hunt

Many premade scavenger hunt worksheets can be found online. You can also create your own and adapt it to be for whatever your class is learning at that time!

How to play: For this, students will need paper or a recording sheet to show their work, a pencil, and a clipboard. You will need to hang up the question/answer pages around the room. On these pages, the top half should have the answer to the previous problem and the bottom half should have the next question to be answered. The goal is to have students practice as many questions as possible to review the material.

This whole class math game is similar to the scavenger hunt.

How to play: Question pages should be posted around the room and students will need a recording sheet, pencil, and clipboard to lean on. Students are given a set amount of time to work on the page in front of them (for example, students have 30 seconds to simplify the algebraic expression). After 30 seconds, the math teacher will say “scoot” and students will shift to the next question page, have 30 seconds to complete the problem before moving on to the next one. The goal is to have students practice fast math facts and fluency.

12. Whodunit

A “Whodunit” activity is a mystery-solving game where participants work together to uncover clues, solve puzzles, and ultimately identify the culprit behind a fictional crime. This activity does involve a lot of set up but is a great way to get students to buy into the material and actively participate in their learning experience.

How to play: Small groups will work together to solve math problems and be rewarded with clues to identify the culprit. You can find many pre-made downloadable options online to reduce planning time.

13. Relay race

Grade level: Grades K-8 

Playing a relay race in math can be a fun and engaging way to review concepts or practice mathematical skills. 

How to play: Divide the class into equal size teams and set up stations. Students will take turns sending one team member at a time to the task station which could include solving equations, completing math puzzles, answering word problems, or performing mental math calculations. 

After the race, gather the students to review the tasks and discuss any challenges or interesting strategies used during the relay. You can also review the correct answers to the math problems to ensure understanding.

14. Quiz, quiz, trade

“Quiz, Quiz, Trade” is a cooperative learning strategy that promotes formative assessment , active engagement and peer-to-peer teaching. It’s particularly effective for reviewing math concepts in a fun and interactive way. 

How to play: Prepare a set of question cards related to the math concepts you want to review. Each student should have a card and each card should have a math problem or a question on one side and the answer on the other. Arrange students into pairs or small groups around the room and distribute one question card to each student, ensuring each student has a different question.

Then have students hold their cards up with the question side facing out. Each student quizzes their partner with the question on their card. They can read the question aloud or show it to their partner. The partner tries to answer the question without looking at the back of the card. If they answer correctly, they receive praise and encouragement from their partner. 

After both partners have quizzed each other, they trade cards, find a new partner, and repeat the process. “Quiz, Quiz, Trade” effectively reviews math concepts while promoting active engagement, collaboration, and peer teaching among students. It’s adaptable to various grade levels and can be customized to focus on specific math topics or skills.

15. Escape room

Creating an educational escape room in math is a fantastic way to engage students in problem-solving, critical thinking, and collaboration while reinforcing mathematical concepts. 

How to play: There are many escape rooms online for teachers to use. Breakoutedu is a great resource to build physical escape rooms to review mathematical concepts or assign virtual escape rooms for students to complete as a class, with a small group or partner, or individually.

5 Number sense and operations whole class math games

16. human number line.

Grade level: Grades K-7

A human number line activity is an interactive and kinesthetic way to teach or reinforce concepts related to numbers, number sense, and mathematical operations. 

How to play: In this activity, students physically represent numbers along a designated line or axis, allowing them to visualize numerical relationships and engage in hands-on learning.

17. Guess who

Playing “Guess Who?” in math creatively reinforces mathematical concepts such as properties, characteristics, or attributes of numbers, shapes, or other mathematical objects. 

How to play: Create or print out game boards featuring various mathematical objects or concepts. For example, you could have boards with numbers, geometric shapes, mathematical operations, or math-related images. 

Players engage in critical thinking as they analyze mathematical properties and make educated guesses based on the information they gather. Also, players practice using mathematical vocabulary and describing mathematical properties in a clear and concise manner. The game promotes active engagement and participation as players interact with each other and work towards solving the mystery.

18. 4 in a row

Ideal for intervention groups or students developing fluency in adding 9, 10, or 11 and place value. Suitable for math workshops or stations to enhance fluency. 

How to play: In this game, pairs of students share one game board. Laminate the board or use a photocopy with counters or markers. The first player rolls a die and adds 10 (or 11 or 9!) to cover a spot. The next student rolls the die and adds 10 (or 11 or 9). The goal is to achieve 4 in a row strategically, considering available numbers.

Ideas to adapt: You can use base 10 blocks or other “hands on” manipulatives to show students how adding 10 impacts the tens place and adding 11 impacts both the tens and the ones. Adding 9 is tricky for some students, so you can show them by adding 10 and then taking away one cube.

Grade level: Grades 5-8

Nerdle is a daily math puzzle inspired by The New York Times’ word puzzle, Wordle. Nerdle challenges players to guess a randomly selected calculation within six attempts. 

How to play: After each guess, players receive feedback on the tiles: green for correct tiles in the correct position, yellow for correct tiles in the wrong position, and gray for incorrect tiles. 

Players refine their guesses using this feedback, aiming to correctly guess the calculation or exhaust their attempts within the allotted six tries. Nerdle offers a fun and intellectually stimulating way to exercise math and deduction skills while enjoying a guessing challenge.

20. Equation Scrabble

Equation Scrabble is a versatile math-centered game for 1-4 players to sharpen math facts and number sense, or delve into specific skills like fractions, decimals, large numbers, negatives, variables, and exponents. 

How to play: Similar to Scrabble but with numbers and variables, students form addition, subtraction, multiplication, and division equations, earning points based on the complexity of their equations. You can find printable versions online, or make your own.

Ideas to adapt: Adjust the game by removing pieces to tailor it to focus on a single operation or skill, offering a flexible and engaging math activity for diverse learning needs.

2 Mental math and problem-solving whole class math games

21. multiplication baseball.

Grade level: Grades 3-4

Multiplication baseball infuses the excitement of baseball with multiplication practice. 

How to play: Players form two teams, one batting and the other fielding. The batting team’s players take turns answering multiplication flashcards to advance around the bases, scoring runs for correct answers and accumulating outs for incorrect ones. 

This game not only sharpens multiplication fluency and mental math skills but also fosters strategic thinking and teamwork as players strategize to score runs and defend against the opposing team. It’s a dynamic way to reinforce multiplication skills while enjoying the spirit of competition on the “field.”

22. Hamburger dice game

Grade level: Grades 4-9

In this engaging activity, students utilize problem-solving strategies and mental math skills as they collaborate to construct a hamburger. 

How to play: Working in small groups or pairs, students are equipped with three dice and a burger building sheet. Taking turns, they roll the dice and creatively manipulate the numbers rolled to match the desired ingredients for their burgers. 

However, there’s a twist—the burger assembly must commence with the bottom bun equivalent to 12 and conclude with the top bun equivalent to 10, allowing flexibility in arranging the toppings between. The objective is clear: the first student to successfully assemble their burger according to the given criteria emerges as the winner, blending mathematical thinking with culinary creativity in a fun and competitive manner.

4 Geometry and measurement whole class math games

The ideas below include different fun math activities suited to geometry and measurement. These are not games in themselves but when presented with an element of competition, the activities below can leverage gamification to engage and inspire students.

23. Pattern blocks

Grade level: Grades K-5

Pattern blocks are versatile mathematical manipulatives that students can use to explore various mathematical concepts and develop important skills. These colorful blocks, typically available in shapes such as triangles, squares, rhombuses, trapezoids, and hexagons, allow students to engage in hands-on learning experiences. 

Students can use pattern blocks to develop spatial reasoning by exploring geometric relationships, identifying shapes, and creating patterns and designs. They also support the development of mathematical concepts such as symmetry, congruence, fractions, and area. 

How to play: Through activities involving sorting, classifying, composing, decomposing, and transforming shapes, students enhance their understanding of geometry, spatial visualization, problem-solving, and critical thinking skills. Pattern blocks provide a tangible and interactive way for students to deepen their mathematical understanding and foster a love for learning in mathematics.

24. Stained glass window activity

Grade level: Grades 7-9

This activity encourages students to tap into their artistic side while practicing their understanding of graphing linear equations. 

How to play: Students will create a stained glass window by graphing linear equations.

Teachers will need to distribute coordinate planes or graph paper, provide pupils with the linear equations, have students graph them and add color and outlines to their designs with colored pencils and Sharpies. 

Ideas to adapt: You can provide equations already in slope-intercept form and or where students need to solve for y before graphing. 

25. Geoboards

Geoboards are hands-on mathematical tools comprising a board with pegs arranged in a grid pattern, allowing students to stretch rubber bands to create shapes and patterns. 

How to play: With geoboards, students delve into various mathematical concepts, from geometry to fractions and measurement. They explore geometric shapes, angles, symmetry, and spatial relationships while enhancing spatial reasoning skills. 

Additionally, geoboards facilitate understanding of fractions by partitioning shapes and practicing measurement through area and perimeter calculations. Moreover, students engage in problem-solving activities and unleash their creativity as they design geometric patterns and solve puzzles, making geoboards versatile tools for interactive and exploratory learning in mathematics.

26. Use LEGO bricks

Grade level: Grades 3-5

Students can use LEGO bricks to enhance their understanding of math and use them similarly to base ten blocks .

How to play: By building structures with LEGO bricks, students can explore concepts such as halves, thirds, fourths, and more by partitioning bricks into equal parts. They can create models where different colored bricks represent different fractions, allowing them to see and compare fractional relationships. 

Additionally, students can use LEGO bricks to perform operations with fractions, such as adding, subtracting, multiplying, and dividing, by combining or separating brick groups. This hands-on approach with LEGO bricks provides a concrete and tangible way for students to grasp abstract fraction concepts, fostering deeper comprehension and retention.

Teaching tips for effective whole class math games

Implementing whole classroom math games presents various challenges, necessitating careful lesson plans and delivery. Below are 7 teaching tips for effective whole class math games:

• Give clear directions: this is crucial to ensure students understand the game rules and objectives.
• Use grouping effectively: this will promote collaboration and engagement. 
• Incorporate grade-level appropriate math problems : this maintains relevance and fosters learning. 
• Diversify game formats, including board games, card games , and digital games: this will accommodate different learning preferences and enhance student interest. 
• Ensure equal participation: teachers will need to monitor carefully to involve all students actively.
• Assess and monitor progress: this enables teachers to tailor instruction and provide timely feedback, reinforcing learning. 
• Consider cognitive load theory : Reduce the complexity of tasks and optimize students’ cognitive resources for effective learning. If the game is too complicated, students may be unable to effectively solidify math concepts.

Successful implementation of whole class math games hinges on addressing these challenges through strategic planning, differentiated instruction, and ongoing support for student engagement and learning.

The array of whole class math games presented in this article reflects the growing trend of gamification in education, offering educators valuable tools to enhance student engagement and comprehension. 

By infusing traditional lessons with interactive elements such as competition, rewards, and collaboration, whole class math games motivate students while reinforcing mathematical concepts. We hope you found inspiration for your classroom, regardless of the grade level or math ability of your students.

Looking for more math games for your classroom?

• Math games for 2nd grade  
• Math games for 3rd grade
• Math games for 4th grade  
• Math games for 5th grade
• Math games for 6th grade
• Math games for 7th grade 
• Math games for 8th grade

Whole class math games FAQ

Some examples of whole classroom math games include Jeopardy, BINGO, relay races, trashketball, and a scavenger hunt.

Three quick whole classroom math games could be clap and count, 21, or mystery number.

Almost any whole class math game can be adapted for each grade level. Some popular games among middle schoolers are Jeopardy, trashketball, scavenger hunt, and escape room.

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Add Decimal Numbers

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Add and Subtract Fractions in Word Problems

Add and Subtract Mixed Numbers in Word Problems

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