The IEP Goal BankMeasurable examples · U.S. K-12

Section 2 of 6

Math IEP Goals: 50 Examples by Grade

Draft a goal for your studentLast updated October 5, 2026

This page has 50 math IEP goals split across computation, problem solving, and functional math such as money, time, and measurement. Every goal states the problem set, the skill, an accuracy criterion, and a time frame.

Filter by grade band or scan the three groups below. Copy a goal, then change the accuracy and the number of problems so they match the student's probes.

Grade

50 entries

Computation

  1. 001

    PreK-K · computation

    By the annual review date, given 10 addition facts within 10 and no calculator, [Student] will solve addition facts within 10 at 8 or more correct digits per minute on 3 consecutive curriculum-based measures.

    Present level
    Currently, [Student] is able to solve addition facts within 10 at about 5 correct digits per minute on this probe.

    1. 1By the first progress review, given 10 addition facts within 10 and no calculator, with one rereading of the directions, [Student] will solve addition facts within 10 at 2 or more correct digits per minute on 2 consecutive curriculum-based measures.
    2. 2By the second progress review, given 10 addition facts within 10 and no calculator, in a setting the student does not choose, [Student] will solve addition facts within 10 at 4 or more correct digits per minute on 2 consecutive curriculum-based measures.

    Measurement
    curriculum-based computation measures

  2. 002

    1-2 · computation

    By the end of the IEP period, given 10 subtraction facts within 10 and no calculator, [Student] will solve subtraction facts within 10 at 12 or more correct digits per minute on 3 consecutive curriculum-based measures.

    Present level
    Currently, [Student] is able to solve subtraction facts within 10 at about 5 correct digits per minute on this probe.

    1. 1By the first progress review, given 10 subtraction facts within 10 and no calculator, with a check of the first step, [Student] will solve subtraction facts within 10 at 4 or more correct digits per minute on 2 consecutive curriculum-based measures.
    2. 2By the second progress review, given 10 subtraction facts within 10 and no calculator, with a different adult and no visual cue, [Student] will solve subtraction facts within 10 at 8 or more correct digits per minute on 2 consecutive curriculum-based measures.

    Measurement
    curriculum-based computation measures

  3. 003

    3-5 · computation

    Within 36 instructional weeks, given 10 two-digit addition problems and scratch paper, without a calculator, [Student] will solve two-digit addition problems with regrouping at 16 or more correct digits per minute on 3 consecutive curriculum-based measures.

    Present level
    Currently, [Student] is able to solve two-digit addition problems with regrouping at about 5 correct digits per minute on this probe.

    1. 1By the first progress review, given 10 two-digit addition problems and scratch paper, without a calculator, with a visual cue, [Student] will solve two-digit addition problems with regrouping at 8 or more correct digits per minute on 2 consecutive curriculum-based measures.
    2. 2By the second progress review, given 10 two-digit addition problems and scratch paper, without a calculator, with a new adult and a moved seating location, [Student] will solve two-digit addition problems with regrouping at 12 or more correct digits per minute on 2 consecutive curriculum-based measures.

    Measurement
    curriculum-based computation measures

  4. 004

    3-5 · computation

    By the annual review date, given 10 two-digit subtraction problems and scratch paper, without a calculator, [Student] will solve two-digit subtraction problems with regrouping at 20 or more correct digits per minute on 3 consecutive curriculum-based measures.

    Present level
    Currently, [Student] is able to solve two-digit subtraction problems with regrouping at about 5 correct digits per minute on this probe.

    1. 1By the first progress review, given 10 two-digit subtraction problems and scratch paper, without a calculator, with an intermediate step written out, [Student] will solve two-digit subtraction problems with regrouping at 12 or more correct digits per minute on 2 consecutive curriculum-based measures.
    2. 2By the second progress review, given 10 two-digit subtraction problems and scratch paper, without a calculator, with a different adult in a second setting, [Student] will solve two-digit subtraction problems with regrouping at 16 or more correct digits per minute on 2 consecutive curriculum-based measures.

    Measurement
    curriculum-based computation measures

  5. 005

    3-5 · computation

    By the end of the IEP period, given 8 multiplication problems and scratch paper, without a calculator, [Student] will multiply a two-digit number by a one-digit number with 70% accuracy on 3 of 5 weekly probes.

    Present level
    Currently, [Student] is able to multiply a two-digit number by a one-digit number with about 25% accuracy.

    1. 1By the first progress review, given 8 multiplication problems and scratch paper, without a calculator, with a visual cue, [Student] will multiply a two-digit number by a one-digit number with 45% accuracy on 3 of 5 weekly probes.
    2. 2By the second progress review, given 8 multiplication problems and scratch paper, without a calculator, with a new adult in another room, [Student] will multiply a two-digit number by a one-digit number with 55% accuracy on 3 of 5 weekly probes.

    Measurement
    weekly skill probes

  6. 006

    3-5 · computation

    Within 36 instructional weeks, given 8 division problems and scratch paper, without a calculator, [Student] will divide a two-digit number by a one-digit divisor with 75% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to divide a two-digit number by a one-digit divisor with about 25% accuracy.

    1. 1By the first progress review, given 8 division problems and scratch paper, without a calculator, with the task modeled once, [Student] will divide a two-digit number by a one-digit divisor with 50% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 8 division problems and scratch paper, without a calculator, with the same adult in an unscheduled setting, [Student] will divide a two-digit number by a one-digit divisor with 60% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  7. 007

    3-5 · computation

    By the annual review date, given 8 fraction problems and scratch paper, without a calculator, [Student] will add fractions with like denominators at 12 or more correct digits per minute on 3 consecutive curriculum-based measures.

    Present level
    Currently, [Student] is able to add fractions with like denominators at about 5 correct digits per minute on this probe.

    1. 1By the first progress review, given 8 fraction problems and scratch paper, without a calculator, with a check of the first step, [Student] will add fractions with like denominators at 4 or more correct digits per minute on 2 consecutive curriculum-based measures.
    2. 2By the second progress review, given 8 fraction problems and scratch paper, without a calculator, during an unscheduled class period, [Student] will add fractions with like denominators at 8 or more correct digits per minute on 2 consecutive curriculum-based measures.

    Measurement
    curriculum-based computation measures

  8. 008

    3-5 · computation

    By the end of the IEP period, given 8 fraction pairs and no calculator, [Student] will compare two fractions with like denominators with 70% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to compare two fractions with like denominators with about 25% accuracy.

    1. 1By the first progress review, given 8 fraction pairs and no calculator, with a check of the first step, [Student] will compare two fractions with like denominators with 45% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 8 fraction pairs and no calculator, in a setting the student does not choose, [Student] will compare two fractions with like denominators with 55% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  9. 009

    6-8 · computation

    Within 36 instructional weeks, given 8 integer problems and scratch paper, without a calculator, [Student] will solve one-step integer addition problems at 20 or more correct digits per minute on 3 consecutive curriculum-based measures.

    Present level
    Currently, [Student] is able to solve one-step integer addition problems at about 5 correct digits per minute on this probe.

    1. 1By the first progress review, given 8 integer problems and scratch paper, without a calculator, with an intermediate step written out, [Student] will solve one-step integer addition problems at 12 or more correct digits per minute on 2 consecutive curriculum-based measures.
    2. 2By the second progress review, given 8 integer problems and scratch paper, without a calculator, with a different adult and no visual cue, [Student] will solve one-step integer addition problems at 16 or more correct digits per minute on 2 consecutive curriculum-based measures.

    Measurement
    curriculum-based computation measures

  10. 010

    6-8 · computation

    By the annual review date, given 8 integer subtraction problems and scratch paper, without a calculator, [Student] will solve one-step integer subtraction problems at 24 or more correct digits per minute on 3 consecutive curriculum-based measures.

    Present level
    Currently, [Student] is able to solve one-step integer subtraction problems at about 5 correct digits per minute on this probe.

    1. 1By the first progress review, given 8 integer subtraction problems and scratch paper, without a calculator, with the problem set split into two parts, [Student] will solve one-step integer subtraction problems at 16 or more correct digits per minute on 2 consecutive curriculum-based measures.
    2. 2By the second progress review, given 8 integer subtraction problems and scratch paper, without a calculator, with a new adult and a moved seating location, [Student] will solve one-step integer subtraction problems at 20 or more correct digits per minute on 2 consecutive curriculum-based measures.

    Measurement
    curriculum-based computation measures

  11. 011

    6-8 · computation

    By the end of the IEP period, given 8 one-step equations and scratch paper, without a calculator, [Student] will solve a one-step equation using an inverse operation with 70% accuracy on 3 of 5 weekly probes.

    Present level
    Currently, [Student] is able to solve a one-step equation using an inverse operation with about 25% accuracy.

    1. 1By the first progress review, given 8 one-step equations and scratch paper, without a calculator, with a visual cue, [Student] will solve a one-step equation using an inverse operation with 45% accuracy on 3 of 5 weekly probes.
    2. 2By the second progress review, given 8 one-step equations and scratch paper, without a calculator, with a different adult in a second setting, [Student] will solve a one-step equation using an inverse operation with 55% accuracy on 3 of 5 weekly probes.

    Measurement
    weekly skill probes

  12. 012

    6-8 · computation

    Within 36 instructional weeks, given 8 percent problems and scratch paper, without a calculator, [Student] will compute a percent of a whole number at 12 or more correct digits per minute on 3 consecutive curriculum-based measures.

    Present level
    Currently, [Student] is able to compute a percent of a whole number at about 5 correct digits per minute on this probe.

    1. 1By the first progress review, given 8 percent problems and scratch paper, without a calculator, with a check of the first step, [Student] will compute a percent of a whole number at 4 or more correct digits per minute on 2 consecutive curriculum-based measures.
    2. 2By the second progress review, given 8 percent problems and scratch paper, without a calculator, with a new adult in another room, [Student] will compute a percent of a whole number at 8 or more correct digits per minute on 2 consecutive curriculum-based measures.

    Measurement
    curriculum-based computation measures

  13. 013

    6-8 · computation

    By the annual review date, given 8 ratios and scratch paper, without a calculator, [Student] will simplify a ratio to lowest terms on 4 of 5 trials across 3 consecutive weeks.

    Present level
    Currently, [Student] is able to simplify a ratio to lowest terms on about 2 of 5 trials.

    1. 1By the first progress review, given 8 ratios and scratch paper, without a calculator, with the task modeled once, [Student] will simplify a ratio to lowest terms on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given 8 ratios and scratch paper, without a calculator, with the same adult in an unscheduled setting, [Student] will simplify a ratio to lowest terms on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  14. 014

    6-8 · computation

    By the end of the IEP period, given 6 sets of 5 numbers and scratch paper, without a calculator, [Student] will calculate the mean of a 5-number set with 70% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to calculate the mean of a 5-number set with about 25% accuracy.

    1. 1By the first progress review, given 6 sets of 5 numbers and scratch paper, without a calculator, with a check of the first step, [Student] will calculate the mean of a 5-number set with 45% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 6 sets of 5 numbers and scratch paper, without a calculator, during an unscheduled class period, [Student] will calculate the mean of a 5-number set with 55% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  15. 015

    9-12 · computation

    Within 36 instructional weeks, given 8 linear equations and scratch paper, without a calculator, [Student] will solve linear equations in one variable at 24 or more correct digits per minute on 3 consecutive curriculum-based measures.

    Present level
    Currently, [Student] is able to solve linear equations in one variable at about 5 correct digits per minute on this probe.

    1. 1By the first progress review, given 8 linear equations and scratch paper, without a calculator, with the problem set split into two parts, [Student] will solve linear equations in one variable at 16 or more correct digits per minute on 2 consecutive curriculum-based measures.
    2. 2By the second progress review, given 8 linear equations and scratch paper, without a calculator, in a setting the student does not choose, [Student] will solve linear equations in one variable at 20 or more correct digits per minute on 2 consecutive curriculum-based measures.

    Measurement
    curriculum-based computation measures

  16. 016

    9-12 · computation

    By the annual review date, given 8 expressions and scratch paper, without a calculator, [Student] will evaluate a linear expression for a given value with 80% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to evaluate a linear expression for a given value with about 25% accuracy.

    1. 1By the first progress review, given 8 expressions and scratch paper, without a calculator, with one worked example beside the task, [Student] will evaluate a linear expression for a given value with 55% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 8 expressions and scratch paper, without a calculator, with a different adult and no visual cue, [Student] will evaluate a linear expression for a given value with 65% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  17. 017

    6-8 · computation

    By the end of the IEP period, given 8 coordinate pairs and a grid, without a calculator, [Student] will graph a point on the coordinate plane on 4 of 5 trials across 3 consecutive weeks.

    Present level
    Currently, [Student] is able to graph a point on the coordinate plane on about 2 of 5 trials.

    1. 1By the first progress review, given 8 coordinate pairs and a grid, without a calculator, with a visual cue, [Student] will graph a point on the coordinate plane on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given 8 coordinate pairs and a grid, without a calculator, with a new adult and a moved seating location, [Student] will graph a point on the coordinate plane on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  18. 018

    3-5 · computation

    Within 36 instructional weeks, given 10 whole numbers and no calculator, [Student] will round a whole number to the nearest ten with 75% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to round a whole number to the nearest ten with about 25% accuracy.

    1. 1By the first progress review, given 10 whole numbers and no calculator, with the task modeled once, [Student] will round a whole number to the nearest ten with 50% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 10 whole numbers and no calculator, with a different adult in a second setting, [Student] will round a whole number to the nearest ten with 60% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  19. 019

    PreK-K · computation

    By the annual review date, given 10 numbers within 10 and no calculator, [Student] will identify the number that is 1 more or 1 less on 4 of 5 trials across 3 consecutive weeks.

    Present level
    Currently, [Student] is able to identify the number that is 1 more or 1 less on about 2 of 5 trials.

    1. 1By the first progress review, given 10 numbers within 10 and no calculator, with one restatement of the task, [Student] will identify the number that is 1 more or 1 less on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given 10 numbers within 10 and no calculator, with a new adult in another room, [Student] will identify the number that is 1 more or 1 less on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  20. 020

    PreK-K · computation

    By the end of the IEP period, given 10 sets of objects and no calculator, [Student] will count a set of up to 10 objects and write the numeral on 4 of 5 trials across 4 consecutive weeks.

    Present level
    Currently, [Student] is able to count a set of up to 10 objects and write the numeral on about 2 of 5 trials.

    1. 1By the first progress review, given 10 sets of objects and no calculator, with the material within reach, [Student] will count a set of up to 10 objects and write the numeral on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given 10 sets of objects and no calculator, with the same adult in an unscheduled setting, [Student] will count a set of up to 10 objects and write the numeral on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

Problem solving

  1. 021

    1-2 · problem solving

    Within 36 instructional weeks, given 5 one-step addition word problems and no calculator, [Student] will solve a one-step addition word problem and label the unit scoring 3 of 4 rubric points on 3 of 5 samples.

    Present level
    Currently, [Student] is able to solve a one-step addition word problem and label the unit on a work sample, scoring about 1 of 4 rubric points.

    1. 1By the first progress review, given 5 one-step addition word problems and no calculator, with a picture organizer, [Student] will solve a one-step addition word problem and label the unit scoring 1 of 4 rubric points on 3 of 5 samples.
    2. 2By the second progress review, given 5 one-step addition word problems and no calculator, during an unscheduled class period, [Student] will solve a one-step addition word problem and label the unit scoring 2 of 4 rubric points on 3 of 5 samples.

    Measurement
    rubric scored on work samples

  2. 022

    1-2 · problem solving

    By the annual review date, given 5 one-step subtraction word problems and scratch paper, without a calculator, [Student] will solve a one-step subtraction word problem with 80% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to solve a one-step subtraction word problem with about 25% accuracy.

    1. 1By the first progress review, given 5 one-step subtraction word problems and scratch paper, without a calculator, with one worked example beside the task, [Student] will solve a one-step subtraction word problem with 55% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 5 one-step subtraction word problems and scratch paper, without a calculator, in a setting the student does not choose, [Student] will solve a one-step subtraction word problem with 65% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  3. 023

    1-2 · problem solving

    By the end of the IEP period, given 6 one-step word problems and no calculator, [Student] will choose the operation for a one-step word problem on 4 of 5 trials across 3 consecutive weeks.

    Present level
    Currently, [Student] is able to choose the operation for a one-step word problem on about 2 of 5 trials.

    1. 1By the first progress review, given 6 one-step word problems and no calculator, with the task modeled once, [Student] will choose the operation for a one-step word problem on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given 6 one-step word problems and no calculator, with a different adult and no visual cue, [Student] will choose the operation for a one-step word problem on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  4. 024

    3-5 · problem solving

    Within 36 instructional weeks, given 5 two-step word problems and scratch paper, without a calculator, [Student] will solve a two-step word problem using addition and subtraction scoring 3 of 4 rubric points on 4 of 5 samples.

    Present level
    Currently, [Student] is able to solve a two-step word problem using addition and subtraction on a work sample, scoring about 1 of 4 rubric points.

    1. 1By the first progress review, given 5 two-step word problems and scratch paper, without a calculator, with an example paragraph beside the draft, [Student] will solve a two-step word problem using addition and subtraction scoring 1 of 4 rubric points on 3 of 5 samples.
    2. 2By the second progress review, given 5 two-step word problems and scratch paper, without a calculator, with a new adult and a moved seating location, [Student] will solve a two-step word problem using addition and subtraction scoring 2 of 4 rubric points on 3 of 5 samples.

    Measurement
    rubric scored on work samples

  5. 025

    3-5 · problem solving

    By the annual review date, given 6 word problems and scratch paper, without a calculator, [Student] will represent a word problem with an equation with 80% accuracy on 3 of 5 weekly probes.

    Present level
    Currently, [Student] is able to represent a word problem with an equation with about 25% accuracy.

    1. 1By the first progress review, given 6 word problems and scratch paper, without a calculator, with one rereading of the directions, [Student] will represent a word problem with an equation with 55% accuracy on 3 of 5 weekly probes.
    2. 2By the second progress review, given 6 word problems and scratch paper, without a calculator, with a different adult in a second setting, [Student] will represent a word problem with an equation with 65% accuracy on 3 of 5 weekly probes.

    Measurement
    weekly skill probes

  6. 026

    3-5 · problem solving

    By the end of the IEP period, given 5 multiplication word problems and scratch paper, without a calculator, [Student] will solve a one-step multiplication word problem scoring 3 of 4 rubric points on 4 of 5 samples.

    Present level
    Currently, [Student] is able to solve a one-step multiplication word problem on a work sample, scoring about 1 of 4 rubric points.

    1. 1By the first progress review, given 5 multiplication word problems and scratch paper, without a calculator, with a picture organizer, [Student] will solve a one-step multiplication word problem scoring 1 of 4 rubric points on 3 of 5 samples.
    2. 2By the second progress review, given 5 multiplication word problems and scratch paper, without a calculator, with a new adult in another room, [Student] will solve a one-step multiplication word problem scoring 2 of 4 rubric points on 3 of 5 samples.

    Measurement
    rubric scored on work samples

  7. 027

    3-5 · problem solving

    Within 36 instructional weeks, given 5 fraction word problems and scratch paper, without a calculator, [Student] will solve a fraction word problem with like denominators on 4 of 5 trials across 3 consecutive weeks.

    Present level
    Currently, [Student] is able to solve a fraction word problem with like denominators on about 2 of 5 trials.

    1. 1By the first progress review, given 5 fraction word problems and scratch paper, without a calculator, with a visual cue, [Student] will solve a fraction word problem with like denominators on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given 5 fraction word problems and scratch paper, without a calculator, with the same adult in an unscheduled setting, [Student] will solve a fraction word problem with like denominators on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  8. 028

    3-5 · problem solving

    By the annual review date, given 5 comparison problems and a tape-diagram box, [Student] will use a tape diagram to solve a comparison problem scoring 3 of 4 rubric points on 4 of 5 samples.

    Present level
    Currently, [Student] is able to use a tape diagram to solve a comparison problem on a work sample, scoring about 1 of 4 rubric points.

    1. 1By the first progress review, given 5 comparison problems and a tape-diagram box, with a check of the first step, [Student] will use a tape diagram to solve a comparison problem scoring 1 of 4 rubric points on 3 of 5 samples.
    2. 2By the second progress review, given 5 comparison problems and a tape-diagram box, during an unscheduled class period, [Student] will use a tape diagram to solve a comparison problem scoring 2 of 4 rubric points on 3 of 5 samples.

    Measurement
    rubric scored on work samples

  9. 029

    6-8 · problem solving

    By the end of the IEP period, given 5 ratio word problems and scratch paper, without a calculator, [Student] will solve a ratio word problem with 70% accuracy on 3 of 5 weekly probes.

    Present level
    Currently, [Student] is able to solve a ratio word problem with about 25% accuracy.

    1. 1By the first progress review, given 5 ratio word problems and scratch paper, without a calculator, with a visual cue, [Student] will solve a ratio word problem with 45% accuracy on 3 of 5 weekly probes.
    2. 2By the second progress review, given 5 ratio word problems and scratch paper, without a calculator, in a setting the student does not choose, [Student] will solve a ratio word problem with 55% accuracy on 3 of 5 weekly probes.

    Measurement
    weekly skill probes

  10. 030

    6-8 · problem solving

    Within 36 instructional weeks, given 5 discount problems and scratch paper, without a calculator, [Student] will solve a percent-discount word problem scoring 3 of 4 rubric points on 4 of 5 samples.

    Present level
    Currently, [Student] is able to solve a percent-discount word problem on a work sample, scoring about 1 of 4 rubric points.

    1. 1By the first progress review, given 5 discount problems and scratch paper, without a calculator, with a checklist of the rubric traits, [Student] will solve a percent-discount word problem scoring 1 of 4 rubric points on 3 of 5 samples.
    2. 2By the second progress review, given 5 discount problems and scratch paper, without a calculator, with a different adult and no visual cue, [Student] will solve a percent-discount word problem scoring 2 of 4 rubric points on 3 of 5 samples.

    Measurement
    rubric scored on work samples

  11. 031

    3-5 · problem solving

    By the annual review date, given a bar graph and 6 questions, [Student] will answer a comparison question from a bar graph on 4 of 5 trials across 3 consecutive weeks.

    Present level
    Currently, [Student] is able to answer a comparison question from a bar graph on about 2 of 5 trials.

    1. 1By the first progress review, given a bar graph and 6 questions, with one verbal prompt, [Student] will answer a comparison question from a bar graph on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given a bar graph and 6 questions, with a new adult and a moved seating location, [Student] will answer a comparison question from a bar graph on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  12. 032

    3-5 · problem solving

    By the end of the IEP period, given 6 rectangles with labeled sides and no calculator, [Student] will find the area of a rectangle from labeled side lengths with 70% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to find the area of a rectangle from labeled side lengths with about 25% accuracy.

    1. 1By the first progress review, given 6 rectangles with labeled sides and no calculator, with a check of the first step, [Student] will find the area of a rectangle from labeled side lengths with 45% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 6 rectangles with labeled sides and no calculator, with a different adult in a second setting, [Student] will find the area of a rectangle from labeled side lengths with 55% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  13. 033

    6-8 · problem solving

    Within 36 instructional weeks, given 5 rate problems and scratch paper, without a calculator, [Student] will solve a rate problem such as miles per hour scoring 3 of 4 rubric points on 3 of 5 samples.

    Present level
    Currently, [Student] is able to solve a rate problem such as miles per hour on a work sample, scoring about 1 of 4 rubric points.

    1. 1By the first progress review, given 5 rate problems and scratch paper, without a calculator, with a check of the first step, [Student] will solve a rate problem such as miles per hour scoring 1 of 4 rubric points on 3 of 5 samples.
    2. 2By the second progress review, given 5 rate problems and scratch paper, without a calculator, with a new adult in another room, [Student] will solve a rate problem such as miles per hour scoring 2 of 4 rubric points on 3 of 5 samples.

    Measurement
    rubric scored on work samples

  14. 034

    9-12 · problem solving

    By the annual review date, given 5 word problems and scratch paper, without a calculator, [Student] will write and solve an equation from a word problem with 80% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to write and solve an equation from a word problem with about 25% accuracy.

    1. 1By the first progress review, given 5 word problems and scratch paper, without a calculator, with one worked example beside the task, [Student] will write and solve an equation from a word problem with 55% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 5 word problems and scratch paper, without a calculator, with the same adult in an unscheduled setting, [Student] will write and solve an equation from a word problem with 65% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  15. 035

    9-12 · problem solving

    By the end of the IEP period, given 6 solved equations and scratch paper, without a calculator, [Student] will check a solution by substituting it back into the equation on 4 of 5 trials across 3 consecutive weeks.

    Present level
    Currently, [Student] is able to check a solution by substituting it back into the equation on about 2 of 5 trials.

    1. 1By the first progress review, given 6 solved equations and scratch paper, without a calculator, with the material within reach, [Student] will check a solution by substituting it back into the equation on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given 6 solved equations and scratch paper, without a calculator, during an unscheduled class period, [Student] will check a solution by substituting it back into the equation on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

Functional math

  1. 036

    1-2 · functional

    Within 36 instructional weeks, given 6 sets of coins, [Student] will count coins up to one dollar and state the total on 4 of 5 trials across 4 consecutive weeks.

    Present level
    Currently, [Student] is able to count coins up to one dollar and state the total on about 2 of 5 trials.

    1. 1By the first progress review, given 6 sets of coins, with one verbal prompt, [Student] will count coins up to one dollar and state the total on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given 6 sets of coins, in a setting the student does not choose, [Student] will count coins up to one dollar and state the total on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  2. 037

    3-5 · functional

    By the annual review date, given 6 printed prices under 10 dollars, [Student] will pay a printed price using the next dollar with 80% accuracy on 3 of 5 weekly probes.

    Present level
    Currently, [Student] is able to pay a printed price using the next dollar with about 25% accuracy.

    1. 1By the first progress review, given 6 printed prices under 10 dollars, with one rereading of the directions, [Student] will pay a printed price using the next dollar with 55% accuracy on 3 of 5 weekly probes.
    2. 2By the second progress review, given 6 printed prices under 10 dollars, with a different adult and no visual cue, [Student] will pay a printed price using the next dollar with 65% accuracy on 3 of 5 weekly probes.

    Measurement
    weekly skill probes

  3. 038

    3-5 · functional

    By the end of the IEP period, given 6 prices and a pictured five-dollar bill, [Student] will calculate change from a five-dollar bill with 70% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to calculate change from a five-dollar bill with about 25% accuracy.

    1. 1By the first progress review, given 6 prices and a pictured five-dollar bill, with a check of the first step, [Student] will calculate change from a five-dollar bill with 45% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 6 prices and a pictured five-dollar bill, with a new adult and a moved seating location, [Student] will calculate change from a five-dollar bill with 55% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  4. 039

    1-2 · functional

    Within 36 instructional weeks, given 8 digital times, [Student] will read a digital clock to the minute on 4 of 5 trials across 3 consecutive weeks.

    Present level
    Currently, [Student] is able to read a digital clock to the minute on about 2 of 5 trials.

    1. 1By the first progress review, given 8 digital times, with one restatement of the task, [Student] will read a digital clock to the minute on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given 8 digital times, with a different adult in a second setting, [Student] will read a digital clock to the minute on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  5. 040

    3-5 · functional

    By the annual review date, given 6 start and end times within the same hour, [Student] will calculate elapsed time within one hour with 80% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to calculate elapsed time within one hour with about 25% accuracy.

    1. 1By the first progress review, given 6 start and end times within the same hour, with one worked example beside the task, [Student] will calculate elapsed time within one hour with 55% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 6 start and end times within the same hour, with a new adult in another room, [Student] will calculate elapsed time within one hour with 65% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  6. 041

    1-2 · functional

    By the end of the IEP period, given 6 objects and an inch ruler, [Student] will measure an object to the nearest inch on 4 of 5 trials across 3 consecutive weeks.

    Present level
    Currently, [Student] is able to measure an object to the nearest inch on about 2 of 5 trials.

    1. 1By the first progress review, given 6 objects and an inch ruler, with one verbal prompt, [Student] will measure an object to the nearest inch on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given 6 objects and an inch ruler, with the same adult in an unscheduled setting, [Student] will measure an object to the nearest inch on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  7. 042

    3-5 · functional

    Within 36 instructional weeks, given 8 pairs of prices, [Student] will state which of two prices costs less with 75% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to state which of two prices costs less with about 25% accuracy.

    1. 1By the first progress review, given 8 pairs of prices, with the task modeled once, [Student] will state which of two prices costs less with 50% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 8 pairs of prices, during an unscheduled class period, [Student] will state which of two prices costs less with 60% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  8. 043

    9-12 · functional

    By the annual review date, given 6 checks and scratch paper, [Student] will calculate a tip of 10 percent on a restaurant check scoring 3 of 4 rubric points on 3 of 5 samples.

    Present level
    Currently, [Student] is able to calculate a tip of 10 percent on a restaurant check on a work sample, scoring about 1 of 4 rubric points.

    1. 1By the first progress review, given 6 checks and scratch paper, with a check of the first step, [Student] will calculate a tip of 10 percent on a restaurant check scoring 1 of 4 rubric points on 3 of 5 samples.
    2. 2By the second progress review, given 6 checks and scratch paper, during an unscheduled visit, [Student] will calculate a tip of 10 percent on a restaurant check scoring 2 of 4 rubric points on 3 of 5 samples.

    Measurement
    rubric scored on work samples

  9. 044

    6-8 · functional

    By the end of the IEP period, given 6 lists of three prices and scratch paper, [Student] will add the prices of three grocery items with 70% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to add the prices of three grocery items with about 25% accuracy.

    1. 1By the first progress review, given 6 lists of three prices and scratch paper, with a check of the first step, [Student] will add the prices of three grocery items with 45% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 6 lists of three prices and scratch paper, with a different adult and no visual cue, [Student] will add the prices of three grocery items with 55% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  10. 045

    transition · functional

    Within 36 instructional weeks, given a bus schedule and one clock time, [Student] will state the next departure on a bus schedule on 4 of 5 trials across 3 consecutive weeks.

    Present level
    Currently, [Student] is able to state the next departure on a bus schedule on about 2 of 5 trials.

    1. 1By the first progress review, given a bus schedule and one clock time, with the material within reach, [Student] will state the next departure on a bus schedule on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given a bus schedule and one clock time, with a different staff member at the same site, [Student] will state the next departure on a bus schedule on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  11. 046

    transition · functional

    By the annual review date, given 5 rate-and-hours pairs and a clock, [Student] will calculate weekly pay from an hourly rate and hours worked with 80% accuracy on 4 of 5 weekly probes.

    Present level
    Currently, [Student] is able to calculate weekly pay from an hourly rate and hours worked with about 25% accuracy.

    1. 1By the first progress review, given 5 rate-and-hours pairs and a clock, with one worked example beside the task, [Student] will calculate weekly pay from an hourly rate and hours worked with 55% accuracy on 4 of 5 weekly probes.
    2. 2By the second progress review, given 5 rate-and-hours pairs and a clock, with a different adult in a second setting, [Student] will calculate weekly pay from an hourly rate and hours worked with 65% accuracy on 4 of 5 weekly probes.

    Measurement
    weekly skill probes

  12. 047

    transition · functional

    By the end of the IEP period, given a recipe card and measuring spoons, [Student] will measure a tablespoon during a recipe task on 4 of 5 trials across 3 consecutive weeks.

    Present level
    Currently, [Student] is able to measure a tablespoon during a recipe task on about 2 of 5 trials.

    1. 1By the first progress review, given a recipe card and measuring spoons, with a visual cue, [Student] will measure a tablespoon during a recipe task on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given a recipe card and measuring spoons, with a new adult in another room, [Student] will measure a tablespoon during a recipe task on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  13. 048

    PreK-K · functional

    Within 36 instructional weeks, given a timer and 8 spoken minute amounts within 10, [Student] will set a timer for a stated number of minutes on 4 of 5 trials across 4 consecutive weeks.

    Present level
    Currently, [Student] is able to set a timer for a stated number of minutes on about 2 of 5 trials.

    1. 1By the first progress review, given a timer and 8 spoken minute amounts within 10, with the task modeled once, [Student] will set a timer for a stated number of minutes on 2 of 5 trials across 2 consecutive weeks.
    2. 2By the second progress review, given a timer and 8 spoken minute amounts within 10, with the same adult in an unscheduled setting, [Student] will set a timer for a stated number of minutes on 3 of 5 trials across 2 consecutive weeks.

    Measurement
    trial record across weeks

  14. 049

    PreK-K · functional

    By the annual review date, given a penny, a nickel, a dime, and a quarter, [Student] will point to the coin named by the teacher with 80% accuracy on 3 of 5 weekly probes.

    Present level
    Currently, [Student] is able to point to the coin named by the teacher with about 25% accuracy.

    1. 1By the first progress review, given a penny, a nickel, a dime, and a quarter, with one rereading of the directions, [Student] will point to the coin named by the teacher with 55% accuracy on 3 of 5 weekly probes.
    2. 2By the second progress review, given a penny, a nickel, a dime, and a quarter, during an unscheduled class period, [Student] will point to the coin named by the teacher with 65% accuracy on 3 of 5 weekly probes.

    Measurement
    weekly skill probes

  15. 050

    transition · functional

    By the end of the IEP period, given a price list and a budget of 10 dollars, [Student] will choose two items that stay within a stated budget scoring 3 of 4 rubric points on 4 of 5 samples.

    Present level
    Currently, [Student] is able to choose two items that stay within a stated budget on a work sample, scoring about 1 of 4 rubric points.

    1. 1By the first progress review, given a price list and a budget of 10 dollars, with a checklist of the rubric traits, [Student] will choose two items that stay within a stated budget scoring 1 of 4 rubric points on 3 of 5 samples.
    2. 2By the second progress review, given a price list and a budget of 10 dollars, in a setting the student does not choose, [Student] will choose two items that stay within a stated budget scoring 2 of 4 rubric points on 3 of 5 samples.

    Measurement
    rubric scored on work samples

Drafter

Draft a goal for one student

Describe what the student does now. The drafter returns one annual goal and two short-term objectives. Nothing you type is stored.

Do not include names, birthdays, ID numbers, or other identifying details. Use "the student".

Nothing entered yet

A useful present level names the task, the support the student currently needs, and roughly how often they succeed. "Reads at a low second-grade level with 3 unknown words per minute" gives the drafter more to work with than "reading is hard."

Adapting an example

An example is a starting point, not a finished goal. Four things have to change before it belongs on a student's IEP.

Separate calculation from problem solving when the data say they are different skills. A student can solve facts and still need a goal for choosing an operation.

Put the tool in the condition. If the team allows a calculator for word problems but not for facts, the goal should say so. Leaving it out makes the goal hard to score the same way all year.

Functional math goals should use the materials the student will see: coins, a clock, a price list, a schedule, or a pay stub. A worksheet of naked facts does not measure shopping.

Step the criterion. If baseline probes are near 30 percent, an objective at 50 percent and another near 65 percent make the annual 80 percent goal teachable.

Questions teachers ask

01What are functional math IEP goals?
Functional math goals measure everyday uses of number: money, time, measurement, schedules, and simple budgets. They still need a condition, an observable behavior, a criterion, and a time frame.
02How do you write a math problem-solving IEP goal?
Name the problem type, such as one-step addition or a percent discount, and score the written or oral solution. Include whether the student must show an equation or may use a model.
03Should math goals allow a calculator?
Only if that matches instruction and the skill you intend to measure. A calculator changes a computation goal into a different skill. Say in the condition when it is allowed.
04How often should math IEP goals be probed?
These examples use weekly curriculum-based probes. The team can choose another schedule if it is stated in the goal or the progress-reporting section and used consistently.
05Are these math goals aligned to a specific state's standards?
No. They are skill examples teams can adapt. Alignment to a state standard is a local IEP-team decision and should follow the student's evaluation, not a generic list.