math problem solving iep goals 8th grade

Math IEP Goals For Special Education

$Math IEP Goals$

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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Elementary School Word Problem Goals

$math problem solving iep goals 8th grade$

Browse our free, Common Core aligned goal bank for math problem solving and word problem IEP goals for 2nd to 5th grades-- and see tips on how to modify each goal to work for your students!

Number sense goals, addition & subtraction, multiplication & division, word problem goals, geometry goals, life skills math goals, graphing & data goals, algebra goals.

Early Elementary IEP Writing Success Kit

Elementary School IEP Writing Success Kit

High School IEP Goal Book & Creator

Encoding Sounds Assessment for IEPs and Progress Monitoring

2nd Grade: Addition & Subtraction Word Problems
3rd Grade: Multiplication & Division Word Problems
4th Grade: Word Problems with All Four Operations
5th Grade: Fractions

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions CCSS.Math.Content.2.OA.A.1

First, you need to know how well a student adds and subtracts. If a student is struggling with addition and subtraction, you might want to adapt the standard to addition and subtraction within 20 rather than 100.
Second, you need to know how the student does with word problems. What do they do when presented with a one-step problem with simple language? Can they do problems both for addition and subtraction? What happens when the language is more complex or other steps added in?
Finally, you want to have a sense of how supports help. Does the student need a problem read to them? A graphic organizer for problem solving? Access to manipulatives?

Need more ideas? Check out the PreK-2 Mathematics Present Levels and Assessments Resource page or the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

When word problems are read to him and he is prompted to use his strategies, John can solve one-step word problems with addition and subtraction to 20 with 60% accuracy.

For more baseline ideas and present levels templates, check out the IEP Success Kit!

2nd grade goal 1: Given four problems, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
2nd grade goal 2: Given four problems, __________ will use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations. CCSS.Math.Content.2.OA.A.1

Modify the problem solving goal to make it work for your student! You might need to change the number of steps in the word problem, the numbers for addition and subtraction, or the supports the student is offered.

Given four problems and access to a pre-taught graphic organizer for word problems, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
Given four problems and a checklist for solving word problems, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
Given four problems that are read to her and a calculator, ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
Change the number of problems: Given five word problems , ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
Harder (two-step): Given four problems, __________ will use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
Easier (one step, supports) : Given four problems that are read to her and a checklist for solving word problems , ____________ will use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.2.OA.A.1
If you need curriculum, check out the Word Problem Intervention series in the shop! The series has a total of twelve workbooks, with parts describing the difficulty of the word problem itself and the level describing the difficulty of the computations.
Schema based instruction is a research-based approach to helping students with mathematics difficulties learn to solve word problems. Check out this article on it, with tips on how to use it!
Pirate Math Equation Quest is a free, research-based game that helps students with disabilities master word problems.

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities CCSS.Math.Content.3.OA.A.3

First, you need to know how well a student has mastered multiplication and division. Do they need a multiplication chart? A calculator?

Need more ideas? Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

Alejandro is able to use a multiplication chart to solve multiplication and division fact problems. He can solve one-step multiplication word problems with 75% accuracy and division one-step problems with 50% accuracy. He needs support to solve multi-step word problems.

Given four problems and a multiplication chart, _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3

Modify the problem solving goal to make it work for your student! You might need to change the number of steps in the word problem or the supports the student is offered.

Given four problems and a checklist for solving word problems , _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
Given four problems that are read to her and a graphic organizer for solving word problems, _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
Change the number of problems: Given five problems and a multiplication chart, _________ will use multiplication and division within 100 to solve one- and two-step in situations involving equal groups, arrays, and measurement quantities with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
Harder (two-step): Given four problems, _________ will use multiplication and division within 100 to solve one- and two-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3
Easier (one step, supports) : Given four problems that are read to her, a multiplication chart, and a checklist for solving word problems , _________ will use multiplication and division within 100 to solve one-step word problems in situations involving equal groups, arrays, and measurement quantities with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.3.OA.A.3

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 CCSS.Math.Content.4.OA.A.3

Need more ideas? Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page.

4th grade goal 1: Given four problems and a multiplication chart, _____________________ will solve one step word problems posed with whole numbers and having whole-number answers using the four operations with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
4th grade goal 2: Given four problems and a multiplication chart _________ will 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 with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
Given four problems and a multiplication chart _________ will 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 with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
Given four problems and a check list for solving word problems _________ will 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 with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
Given four problems that are read to her and a graphic organizer for solving word problems, _________ will 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 with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
Change the number of problems: Given five problems and a multiplication chart _________ will 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 with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
Change to just addition and subtraction: Given four problems _________ will solve multistep addition and subtraction word problems with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
Reduce to multiplication and division facts: Given four problems _________ will solve multistep word problems posed with whole numbers and having whole-number answers using the four operations with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
Harder (two-step): Given four problems _________ will 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 with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3
Easier (one step) : Given a four problems read to her, a checklist for solving word problems, and a multiplication chart _________ will solve one-step word problems posed with whole numbers and having whole-number answers using the four operations with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.4.OA.A.3

Solve word problems involving addition and subtraction of fractions referring to the same whole CCSS.Math.Content.5.NF.A.2

First, you need to know how well a student has a base understanding of fractions.

Given a checklist for solving word problems and prompts to show her thinking, Suzannah is able to solve one-step word problems with multiplication, addition, and subtraction of whole numbers. She has an emerging understanding of fractions and is not yet independently adding or subtracting fractions.

Given four problems, a fractions number line, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2

Given four problems that are read to her, a fractions number line, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
Given four problems, a calculator, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
Change the number of problems: Given five problems, a calculator, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of fractions referring to the same whole with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
Change to just like fractions: Given four problems, a calculator, and a checklist for solving word problems, ___ will solve one-step word problems involving addition and subtraction of like fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2
Make two step: Given four problems, a calculator, and a checklist for solving word problems, ___ will solve two-step word problems involving addition and subtraction fractions referring to the same whole with 75% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NF.A.2