3rd grade math problem solving iep goal

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

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

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

Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Multiply and divide within 100

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

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

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

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

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

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

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

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

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

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

Check out these other third grade goal banks:

3rd Grade Reading

3rd Grade Writing

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

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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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Free IEP Goal Bank With More Than 110 Goals

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.

IEP Goals 101

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 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 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?)

• Given visual cues, [STUDENT] will implement an organizational 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 (1 or 2) 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 self-advocacy. 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 task that involves a choice (e.g., the school lunch menu, a list of books) [STUDENT] will select between the options available.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• [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.

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IEP Math Goals

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

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

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

Can You Have an IEP for Math?

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

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

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

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

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

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

Math Special Ed IEP Goal Examples

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

Examples of IEP math goals  include:

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

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

Control IEP Goals Sample

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

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

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

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

IEP Goal Bank for Grades

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

Here are some  examples of K12 IEP math goals :

For a student in grades K-2

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

For a pupil in grades 3-5

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

For a student in grades 6-8

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

For a student in grades 9-12

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

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

Functional Math IEP Goals Examples

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

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

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

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

Math Problem-Solving Goals IEP Examples

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

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

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

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

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

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How to Write SMART IEP Goals

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

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

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

Start with IEP Law

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

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

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

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

Examine Content Standards

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

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

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

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

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

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

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

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

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

Step 2. Set Performance Target

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

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

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

Step 3. Develop a SMART IEP Goal.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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IEP Math Goals for Operations in the Primary Grades

Goals That Emphasize Basic Addition and Subtraction Skills

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An Individual Education Program is a road map created by a special education team that lays out educational goals and expectations for special needs students. A major feature of the plan involves IEP goals , which must be specific, measurable, achievable , results-oriented, and time-bound. Writing IEP math goals for operations in the primary grades can be challenging, but viewing example can be helpful.

Use these goals as written or revise them to create your own IEP math goals.

Operations and Algebraic Understanding

This is the lowest level of mathematical function but still serves as a foundational basis for understanding operations. These goals should emphasize skills that include an understanding that addition refers to putting numbers together while subtraction involves taking away.

Early primary-grade students should be able to represent addition and subtraction with objects, fingers, mental images, drawings, sounds (such as claps,) acting out situations, verbal explanations, expressions, or equations. An IEP math goal that focuses on this skill might read:

When presented with 10 random sets of counters within 10, Johnny Student will solve problems modeled by the teacher with statements such as: "Here are three counters. Here are four counters. How many counters altogether?" correctly answering eight out of 10, in three out of four consecutive trials .

At this age, students should be able to decompose numbers less than or equal to 10 into pairs using objects or drawings and record each decomposition by a drawing or equation (such as 5 = 2 + 3 and 5 = 4 + 1). A goal to achieve that objective could state:

When presented with 10 random sets of counters within 10, Johnny Student will solve problems modeled by the teacher using statement, such as, "Here are 10 counters. I will take these away. How many are left?" correctly answering eight out of 10 (80 percent), in three out of four consecutive trials.

Basic Adding and Subtracting

Also in the early primary grades, for any number from one to nine, students need to be able to find the number that makes 10 when added to the given number and record the answer with a drawing or equation. They also need to add and subtract numbers up to five. These goals emphasize those skills:

When presented with a random number on a card from one to nine, Johnny Student will find the correct number of counters to add to the number to make 10, in eight out of nine attempts (89 percent) for three of four consecutive trials.

When randomly given 10 mixed flash cards with addition problems using numbers zero through five, and subtraction problems using numbers zero through five, Johnny Student will correctly answer nine of 10 in quick succession, in three of four consecutive trials.

Operations and Algebraic Thinking

Effective methods for teaching addition and subtraction for students with learning disabilities are TouchMath and number lines . Number lines are just that—lines of sequential numbers that students can easily count while doing math problems. TouchMath is a multisensory commercial math program for first- through third-graders that allows students to touch dots or other objects placed strategically on numbers in order to count them. You can create your own touch-math-type worksheets by using free math worksheet generator sites.

IEP math goals that incorporate either numbers lines or touch-math-type strategies might include:

When given 10 addition problems with touch points, with addends to nine, Johnny Student will write the correct answer to eight out of 10 problems (80 percent) in three of four consecutive trials.

When given 10 subtraction problems with touch points, with minuends (the top number in a subtraction problem) to 18 and subtrahends (the bottom number in subtraction problems) to nine, Johnny Student will write the correct answer to eight out of 10 problems (80 percent) for three of four consecutive trials.

When given a number line to 20 and 10 addition problems with addends to nine, Johnny Student will write the correct answer to eight out of 10 problems (80 percent) in three of four consecutive trials.

Adding and Subtracting to 20

Young students must also be able to add and subtract within 20, demonstrating fluency for addition and subtraction within 10. They should be able to use strategies such as making 10 (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a 10 (13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (knowing that 8 + 4 = 12 and 12 - 8 = 4); and creating equivalent but easier or known sums (adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

This skill provides a good place to teach place value , by helping students find and see the "10" in numbers between 11 and 20. A math goal covering this skill might prescribe:

When given a random number of counters between 11 and 19 for 10 times (probes), Johnny Student will regroup the number into a 10 and ones, placing them on a work mat with two squares, one labeled "10" and the other "ones" correctly in eight out of 10 probes (80 percent) for three of four consecutive trials.

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• Math Glossary: Mathematics Terms and Definitions
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IEP Goals For Math Problem Solving

Last Updated on October 8, 2022 by Editorial Team

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

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

Measurable IEP goals for math problem-solving

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

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

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

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

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

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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

10 planning skills every child should learn, 8 self-monitoring iep goals for real life, 10-minute strategies to boost time management skills, executive functioning skills 101: flexibility, 7 cognitive flexibility strategies to support your adolescent, the myths of motivation: understanding teen motivation.

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Math IEP Goals for Third Grade Skills

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Welcome to TeachTastic's Ultimate IEP Goal Bank, where we empower educators to maximize special education through achievable and measurable goals. If you're struggling with crafting Individualized Education Program (IEP) goals, look no further – our comprehensive goal bank is your solution. We offer meticulously designed SMART objectives tailored to your student's unique needs. Here, you'll discover the perfect blend of specificity and measurability, paving the way for your students' educational success.

Add Two Numbers Up to Four Digits

Complete Addition Patterns Over Increasing Place Values)

Determine the Correct Addition Property

Estimate Sums by Rounding (up to 1,000)

Estimate Sums with Rounding (word Problems)

Solve Addition Problems (up to Three Digits)

Solve Addition Word Problems (up to Four Digits)

Solve Addition Word Problems (up to Three Digits)

Solve Equations Using Properties of Addition

Use Expressions to Relate Addition and Multiplication

Use Properties to Solve Addition Problems

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Home » SEL Implementation » Understanding IEP Goals for 3rd Grade Students: A Comprehensive Overview

Understanding IEP Goals for 3rd Grade Students: A Comprehensive Overview

Key takeaways.

• IEP goals are crucial for 3rd grade students’ academic and social-emotional development.
• They are individualized objectives set within the Individualized Education Program.
• Components include academic (reading, writing, math) and social-emotional goals.
• Developing effective goals involves collaboration, assessment, and SMART criteria.
• Monitoring progress is essential through ongoing assessment and involving the student.
• Resources like Speech Language Pathologists and online tools can support goal development.

Introduction: Understanding IEP Goals for 3rd Grade Students: A Comprehensive Overview

As a parent or educator of a 3rd grade student, you may have heard the term “IEP goals” being mentioned in meetings or discussions about your child’s education. But what exactly are IEP goals, and why are they important? In this blog post, we will provide you with a comprehensive overview of IEP goals for 3rd grade students, including their definition, purpose, components, development process, and monitoring progress. By the end of this post, you will have a better understanding of how IEP goals can support your child’s academic and social-emotional development.

What are IEP goals?

IEP stands for Individualized Education Program, which is a legal document that outlines the specific educational goals and services for students with disabilities. IEP goals are the specific objectives that are set for each student within their Individualized Education Program. These goals are designed to address the unique needs of the student and provide a roadmap for their academic and social-emotional growth.

For 3rd grade students, IEP goals play a crucial role in supporting their academic progress and social-emotional development. These goals are tailored to meet the individual needs of each student and provide a framework for educators and specialists to track their progress and make necessary adjustments to their instruction and support.

Setting specific and measurable IEP goals is essential for several reasons. Firstly, it allows educators and specialists to have a clear understanding of what the student is working towards and what progress looks like. Secondly, it provides a basis for ongoing assessment and data collection, which helps in monitoring the student’s growth and making informed decisions about their educational program. Lastly, it empowers the student by giving them a sense of ownership and direction in their learning journey.

Components of IEP goals for 3rd grade students

IEP goals for 3rd grade students typically consist of academic and social-emotional components. Let’s take a closer look at each of these components:

Academic goals

1. Reading and comprehension skills: These goals focus on improving the student’s reading fluency, accuracy, and comprehension abilities. They may include objectives such as increasing reading speed, understanding main ideas and supporting details, and using context clues to infer meaning.

2. Writing skills: Writing goals aim to enhance the student’s ability to express their thoughts and ideas effectively. They may involve objectives such as improving sentence structure, using appropriate grammar and punctuation, and organizing ideas coherently.

3. Math skills: Math goals target the student’s mathematical understanding and problem-solving abilities. They may include objectives such as mastering addition, subtraction, multiplication, and division, understanding fractions and decimals, and applying mathematical concepts to real-life situations.

Social-emotional goals

1. Self-regulation and emotional management: These goals focus on helping the student develop strategies for self-control, emotional regulation, and stress management. They may involve objectives such as identifying and expressing emotions appropriately, using calming techniques, and resolving conflicts peacefully.

2. Social skills and peer interactions: Social goals aim to improve the student’s ability to interact with peers, make friends, and navigate social situations. They may include objectives such as initiating conversations, taking turns, listening actively, and showing empathy towards others.

3. Self-advocacy and independence: These goals focus on empowering the student to advocate for their needs and become more independent in their learning. They may involve objectives such as asking for help when needed, setting goals, managing time effectively, and taking responsibility for their actions.

How to develop effective IEP goals for 3rd grade students

Developing effective IEP goals requires collaboration between parents, teachers, and specialists. Here are some steps to follow:

1. Collaboration between parents, teachers, and specialists: It is essential to involve all stakeholders in the goal development process. This collaboration ensures that the goals are comprehensive, realistic, and aligned with the student’s needs and abilities.

2. Assessing the student’s strengths and areas of need: Before setting goals, it is crucial to assess the student’s current abilities and identify areas where they require additional support. This assessment can be done through formal evaluations, informal observations, and input from the student and their parents.

3. Setting realistic and attainable goals: Goals should be challenging yet attainable for the student. They should take into account the student’s current abilities and provide a clear path for growth. Setting unrealistic goals can lead to frustration and demotivation.

4. Writing goals using the SMART framework: Goals should be written using the SMART framework, which stands for Specific, Measurable, Achievable, Relevant, and Time-bound. This framework ensures that goals are clear, measurable, and have a specific timeline for completion.

Monitoring and tracking progress towards IEP goals

Monitoring and tracking progress towards IEP goals is a crucial part of the goal development process. Here are some strategies to consider:

1. Importance of ongoing assessment and data collection: Regular assessment and data collection allow educators and specialists to track the student’s progress and make informed decisions about their instruction and support. This can be done through formal assessments, informal observations, and progress monitoring tools.

2. Strategies for tracking progress and making necessary adjustments: It is important to have a system in place for tracking progress towards IEP goals. This can involve keeping a record of the student’s performance, analyzing data, and making necessary adjustments to instruction and support based on the student’s needs.

3. Involving the student in goal monitoring and self-reflection: Encouraging the student to actively participate in monitoring their progress can foster a sense of ownership and responsibility. This can be done through self-reflection activities, goal-setting discussions, and regular check-ins with the student.

Resources and support for IEP goal development

Developing IEP goals can be a complex process, and it is essential to seek support and utilize available resources. Here are some resources to consider:

1. Utilizing the expertise of Speech Language Pathologists (SLPs): SLPs are professionals who specialize in communication and language development. They can provide valuable insights and strategies for developing IEP goals that target speech and language skills.

2. Collaborating with school-based teams and specialists: Schools often have teams of specialists, including psychologists, occupational therapists, and special education teachers, who can provide guidance and support in developing IEP goals. Collaborating with these professionals can ensure a comprehensive and holistic approach to goal development.

3. Accessing online resources and tools for IEP goal development: There are numerous online resources and tools available that can assist in developing IEP goals. These resources may include goal banks, templates, and sample goals that can serve as a starting point for goal development.

IEP goals play a crucial role in supporting the academic and social-emotional development of 3rd grade students. By setting specific and measurable goals, parents and educators can provide a roadmap for their child’s growth and ensure that they receive the necessary support and instruction. Monitoring progress towards these goals allows for ongoing assessment and data collection, leading to informed decision-making and necessary adjustments. Remember to seek support from professionals and utilize available resources to develop effective IEP goals for your child.

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Sixth Grade Math IEP Goal Bank

Find free, ccs-aligned iep number sense goals covering grade 6 math-- with modification ideas and sample baselines, word problem goals, addition & subtraction goals, multiplication & division goals, reading & writing goals, 6th grade iep goals for word problems, computation, and algebra.

Yep. This is a hodge-podge! 6th grade Common Core standards are pretty narrow. These are all standards that you can broaden a bit to focus on skills like solving word problems or engaging in computations.

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• Word Problems & Fractions
• Algebra & Computation

This standard can be used for either a straight fractions goal or for a word problem goal depending on what parts you keep or cut. 

• Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem CCSS.MATH.CONTENT.6.NS.A.1

This goal hits on both word problem knowledge and ability to divide by fractions. For students for whom this standard is a stretch, you can break the assessments in half. First assess what the student can broadly do with word problems– can they solve one or two step? With what operations? Then assess their knowledge of fractions– can they add and subtraction like fractions? Unlike? What about multiplication and division? Then you can try one division of fractions word problem, but it is likely that the success rate will be zero, which is why you want the other information.

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!

For a straight fractions goal: Skylar can add and subtraction like fractions but needs significant adult support to add and subtract unlike fractions. Skylar is not yet able to solve multiplication and division of fractions problems.

For a word problem goal: Skylar can solve one step word problems with addition and subtraction with 75% accuracy and one step word problems with multiplication and division of whole numbers with 33% accuracy. When fractions are included in the problem, Skylar is unsure what to do and will often refuse to complete the problem or guess.

Straight Fractions Goal

• Given ten problems and a visual reminder of the steps for dividing fractions, X will interpret and compute quotients of fractions with 80% accuracy as measured by teacher records and observations.  CCSS.MATH.CONTENT.6.NS.A.1

Word Problem Goal

• Given five problems and the steps for how to divide fractions, X will  solve one-step word problems involving division of fractions by fractions with 80% accuracy CCSS.MATH.CONTENT.6.NS.A.1
• Given instruction in word problem strategies and a visual reminder of steps,
• Given step by step directions on how to divide fractions,
• Given a calculator,
• with 80% accuracy as measured by teacher records and observations
• on two of three opportunities
• on three of four opportunities
• one- and two-step word problems
• one-step word problems
• two-step word problems
• one-step word problems involving the division of fractions by fractions and the multiplication of fractions (NB: you can also include integers in there too!)
• interpret and computer quotients of fractions and of whole numbers (or add in other computation too!)

This is the most straight forward standard for 6th grade– and one that is easy to layer other computations onto!

• Fluently divide multi-digit numbers using the standard algorithm. CCSS.MATH.CONTENT.6.NS.B.2

This is good to use as a catch-all for students who need to work on whole number computations. In addition to assessing what students can divide (whole numbers only, decimals, problems with remainders, problems with no remainders), you can also use it to talk about a student’s addition, subtraction, and multiplication of whole numbers skills.

Skylar can add and subtract up to three-digit numbers, including across zeros, with 75% accuracy. Given a multiplication chart, he can solve multi-digit by single-digit multiplication problems with 80% accuracy and long division problems with no remainders and a single digit quotient with 50% accuracy. 

• Given ten problems and a hundreds chart, X will fluently divide multi-digit numbers using the standard algorithm as measured by teacher records and observations CCSS.MATH.CONTENT.6.NS.B.2
• Given a visual reminder of steps,
• Given a multiplication chart,
• divide up to three-digit numbers by single digit divisors using the standard algorithm
• divide multi-digit numbers having whole number quotients using the standard algorithm 

This is the most straight forward of the algebra standards– and it can be tweaked to work on more basic computation skills as well.

• Write, read, and evaluate expressions in which letters stand for numbers. CCSS.MATH.CONTENT.6.EE.A.2

To do just the goal, present the student with basic algebra problems like t + 5 = 12 and see what they do. You can also test them on writing them by saying something like “Timmy’s sister had 5 more dollars than him. If she had 12 dollars, how many dollars did he have?” If the student can write that, they can write an expression! However, 6th grade doesn’t have a lot of standards that double for basic computation. This one does so you can also add in your computation assessments if you are worried about a student’s skills in that area.

You can do just an assessment of the standard or make it broader.

Just the standard:

Given one variable expressions with just addition, like x +5 = 12, manipulatives, and prompts, Juanita can solve for x with 50% accuracy. 

Standard Plus:

Juanita can solve addition and subtraction problems with regrouping with 75% accuracy. She can solve two digit by one digit multiplication problems with 80% accuracy given a multiplication chart but needs support to solve long division and division fact problems without a calculator. She is not yet able to solve algebraic expressions.

Just algebra

• Given direct instruction in mathematics and ten algebraic expressions with addition and subtraction (e.g., x+5=12), X will evaluate expressions in which letters stand for numbers with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.6.EE.A.2

Algebra and computation

• Given direct instruction in mathematics and ten algebraic expressions involving multi-digit addition and subtraction (e.g., x+105=1200), X will evaluate expressions in which letters stand for numbers with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.6.EE.A.2
• with 75% accuracy as measured by teacher records and observations
•  algebraic expressions with multiplication and division facts (e.g., 5x=30)
•  algebraic expressions with multi-digit addition and subtraction (e.g., x+103=1300)
• X will write expressions in which letters stand for numbers

6th Grade IEP Goals for Graphing and Unit Conversions

The Common Core has some  standards for writing number recognition, number writing, place value, and general number sense IEP goals for Kinder to 5th grade. Each needs to be modified to focus on the component of number sense your student needs, but overall, they work well for IEPs.

Accommodations & Modifications Matrix for IEPs

• Conversions

This is a straight graphing standard– but graphing is an essential skill for middle and high school mathematics, so it is worth a goal! You can also modify this to make it really accessible for students.

• Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. CCSS.MATH.CONTENT.6.NS.C.8

The easiest way to assess for this goal is to give a student a blank, four coordinate graph grid and ask them to plot a few points. If that is too hard, give them just the positive/positive quadrant and try again. If that is too hard, see if they know which axis is X and which is Y. Then try labelling the axes and the points (x=2, y =3) If it is too easy, try having them find distances– or just find a different goal to work on!

Sam can plot positive/positive points like 3,2 on a coordinate plane if the axes are labelled and the points are also labelled (like x=3 and y=2) with 66% accuracy. If there are numbers missing or names of axes missing on the grid or if the points are not labelled with which is x or y, Sam’s accuracy drops below 50%. 

• Given direct instruction on graphing and a coordinate plane with the axes labelled, X will solve mathematical problems by graphing points in all four quadrants of the coordinate plane, as measured by his/her ability to plot positive and negative ordered pairs with 80% accuracy according to teacher records and observations CCSS.MATH.CONTENT.6.NS.C.8

This goal is a really useful life skills goal. You can use it for all sorts of things like fractions and volume– but it also works for going from teaspoons to tablespoons and other pragmatic skills! Given how few K-5 goals work for lifeskills, this is a super helpful standard to have in sixth grade.

• Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. CCSS.MATH.CONTENT.6.RP.A.3.D

The assessments depend on which part of the goal is most useful for the student. For a student who is really working on lifeskills, you might want to work with an actual recipe and see if they can figure out whether a teaspoon or tablespoon is bigger or measure amounts. For students who just need more support with real world mathematics, you can see how they do doubling a recipe– or on a worksheet of volumes and quantities.

Given a recipe that calls for 1/2 a tbsp of one ingredient, 1/4 a cup of another, and 1 1/2 tsp of a third, and asked to double it, Sam can add two of each measurement to the recipe if he is handed the write measuring tools. He cannot independently convert from 1/2 tbsp to 1 tbsp or from teaspoons to tablespoons. 

• Given a recipe with teaspoon, tablespoon, and cup measurements, X will manipulate and transform units appropriately when multiplying, as measured by his/her ability to double the recipe on paper with 80% accuracy on the new measurements, according to teacher records and observations CCSS.MATH.CONTENT.6.RP.A.3.D
• Given two or fewer teacher reminders and prompts,
• double the recipe using actual ingredients and measurement tools
• triple the recipe
• divide the recipe in half

Note that you can also change this to be about building like….

• Given a diagram of a rectangle with inches and feet labelled, X will manipulate and transform units appropriately when multiplying, as measured by his/her ability to double the size of the rectangle with 80% accuracy on the new measurements, according to teacher records and observations CCSS.MATH.CONTENT.6.RP.A.3.D

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