It's Monday morning, you have three IEP meetings this week, and you're staring at a blank goal-writing screen. You know your student struggles with math, but translating that into something measurable feels harder than it should. This guide gives you ready-to-use IEP goal examples for math across four skill areas — number sense, computation, problem solving, and reasoning — along with the assessment data that should drive each one.
TL;DR: Good math IEP goals name the skill, the condition, the level of accuracy or fluency, and the measurement tool. Below you'll find copy-ready examples for elementary and secondary students, organized by math domain, each mapped to the data source that justifies writing the goal in the first place.
Why Measurable Math IEP Goals Are Harder Than They Look
Math is tempting to describe vaguely — "will improve math skills" or "will work on grade-level computation." Neither tells a teacher, a parent, or a judge what success looks like or how it will be measured. A legally defensible, educationally meaningful math IEP goal needs four components:
Skill — what the student will do
Condition — under what circumstances (independently, with a calculator, given a graphic organizer)
Criterion — how well (80% accuracy, 20 correct digits per minute, 4 out of 5 trials)
Timeline — by when (typically the annual IEP date)
The assessment data that surfaces in an evaluation — whether a psychoeducational report, curriculum-based measurement (CBM), or state testing — should point directly to which domain the goal lives in. Matching the goal to the data is what makes the IEP defensible.
IEP Goal Examples for Math: Number Sense (Elementary Focus)
Number sense is the foundation. Students who struggle here often have deficits in magnitude comparison, place value, or basic number relationships. Common data sources include the KTEA-3 or WJ-IV Math Calculation subtest, curriculum-based measures like easyCBM Number Sense probes, or teacher-made assessments.
Sample Goals — Number Sense
Early Elementary (K–2)
Given a set of number cards 1–20, [Student] will correctly identify which number is greater in 8 out of 10 comparison pairs, across three consecutive probe sessions, as measured by teacher-administered CBM.
Upper Elementary (3–5)
Given a place value chart and a set of four-digit numbers, [Student] will write the value of each digit in standard, expanded, and word form with 80% accuracy across four weekly probes, as measured by the classroom CBM.
What assessment data to cite: If the psychoeducational report shows a Number Sense composite at the 12th percentile, or an easyCBM score below the 25th percentile benchmark, you have your baseline. Name the score and the date in the Present Levels section, then write the goal to move that needle.
Computation IEP Goal Examples: Addition Through Multi-Step Operations
Computation goals are some of the most commonly written math IEP goals — and some of the easiest to make measurable. Fluency (speed + accuracy) is often the right criterion here, not just accuracy alone, because slow computation affects access to higher-level math.
Sample Goals — Computation
Elementary — Basic Operations
Given a timed mixed-fact probe (addition and subtraction within 20), [Student] will write at least 30 correct digits per minute with 95% accuracy, across three of four consecutive weekly probes, as measured by CBM Digits Correct scoring.
Middle School — Multi-Step with Integers
Given 10 multi-step computation problems involving integers (addition, subtraction, multiplication, and division), [Student] will solve problems with 80% accuracy independently (without a calculator) across four of five probe sessions, as measured by teacher-recorded data.
Secondary — Algebra-Adjacent
Given 15 one- and two-step linear equations, [Student] will solve for the unknown variable with 85% accuracy, showing work in at least two steps, across three consecutive weekly checks, as measured by teacher scoring rubric.
A note on accommodations in the goal: If a student's IEP includes calculator use as an accommodation, make that explicit in the condition — "given a four-function calculator" — so the goal reflects how the student will actually be measured. Don't write a goal that conflicts with the student's accommodations.
Word Problem IEP Goal Examples (Problem Solving)
Word problems require students to decode language, select an operation, and execute — making them a multi-layered challenge. Students with both learning disabilities and language processing differences often struggle here even when their computation is adequate. Data sources include the WIAT-4 Math Problem Solving subtest, state assessment data, and classroom-based performance.
Sample Goals — Word Problems and Problem Solving
Elementary
Given five one-step word problems at the second-grade level, [Student] will identify the correct operation and solve with 80% accuracy using a graphic organizer (UPS Check strategy: Understand, Plan, Solve, Check), across four of five data collection sessions, as measured by teacher-scored work samples.
Middle School
Given four two-step word problems involving ratios and proportional relationships, [Student] will independently set up and solve the problem with 75% accuracy, using a self-monitoring checklist, across three consecutive probe weeks, as measured by teacher-recorded data.
Secondary
Given real-world multi-step math problems at the 9th-grade level (e.g., budgeting, unit conversion), [Student] will correctly identify the relevant information, eliminate irrelevant information, and calculate the correct answer with 80% accuracy across four of five weekly probes, as measured by a teacher-designed scoring rubric.
Framework tip: The UPS Check strategy (Understand, Plan, Solve, Check) and the STAR strategy (Search the word problem, Translate the problem, Answer, Review) are both research-supported and easy to reference in the condition clause. Naming the strategy in the goal gives the general education teacher and any paraeducators a clear instructional anchor.
Math Reasoning IEP Goal Examples (Secondary Focus)
Math reasoning goals are less about fluency and more about conceptual understanding — explaining thinking, identifying patterns, evaluating whether an answer makes sense. These goals appear more often at the secondary level and often address standards around mathematical practices. Data sources include the WJ-IV Applied Problems subtest, WIAT-4 Numerical Operations or Math Problem Solving, and portfolio or rubric-based classroom assessments.
Sample Goals — Math Reasoning
Middle School
Given a set of five real-world data sets (tables, graphs, or charts), [Student] will verbally or in writing explain the pattern or trend observed and justify one prediction with logical reasoning, achieving a score of 3 or higher on a 4-point rubric, across four of five sessions, as measured by teacher-scored written responses.
Secondary
Given 10 multiple-choice and short-answer math problems drawn from current course content, [Student] will identify and correct errors in two presented "student work" samples per session and explain the error in one sentence, with 80% accuracy across three consecutive weeks, as measured by teacher-recorded scoring.
Why reasoning goals matter: Students who can compute but can't estimate, check for reasonableness, or explain their process will struggle in higher math and in standardized testing contexts. A reasoning goal can run alongside a computation goal for the same student.
Tying Goals to Assessment Data: A Quick-Reference Table
Math Domain
Common Assessment Tool
Baseline Data to Pull
Goal Criterion to Target
Number Sense
easyCBM, KTEA-3
Subtest score / percentile rank
Accuracy % on probe tasks
Computation
CBM Digits Correct, WJ-IV Math Calc
Correct digits per minute (CDPM)
Fluency rate + accuracy %
Word Problems
WIAT-4 Math Problem Solving
Standard score / percentile
Accuracy % on leveled probes
Math Reasoning
WJ-IV Applied Problems, rubrics
Rubric score / error rate
Rubric score or % correct
If your assessment data lives in a psychoeducational report that used a different tool, the principle holds: find the subtest that most directly measures the skill, document the score in Present Levels, and write the goal criterion so progress on the same type of task is trackable.
What to Do This Week
Pull your baseline data first. Before you write a single goal, locate the relevant subtest score or CBM probe result. The goal criterion should be realistic growth from that baseline, not an arbitrary percentage.
Check the condition clause. Does the goal say what materials, supports, or setting the student needs? "Given a multiplication chart" and "without supports" are very different goals.
Name a measurement tool. Every goal needs a data collection method — CBM probe, teacher-scored rubric, work sample log. If you can't describe how you'll measure it, revise the goal.
Match the domain to the student's deficit, not their grade. A 7th grader working at a 3rd-grade computation level needs a goal written at the instructional level, with present levels explaining the gap.
Avoid stacking too many skills in one goal. "Will add, subtract, multiply, and divide fractions" is four goals pretending to be one. Pick the most pressing skill and write cleanly.
If keeping track of baseline data, progress monitoring schedules, and goal status across a full caseload is the real challenge, IEP Casemate is built to organize exactly that — so nothing falls through the cracks between now and the annual review. Visit iepcasemate.com to learn more.
Frequently asked questions
›What makes a math IEP goal measurable?
A measurable math IEP goal includes four elements: the specific skill, the condition under which the student will perform it, a clear criterion for success (such as accuracy percentage or fluency rate), and a timeline. Goals like "will improve math" are not measurable because there is no way to confirm whether the goal was met.
›How do I write a computation IEP goal for a student who uses a calculator accommodation?
Include the accommodation directly in the condition clause of the goal — for example, "given a four-function calculator." This ensures the goal reflects how the student will actually be assessed and avoids a conflict between the goal and the student's documented accommodations. The criterion should still reflect meaningful growth, such as accuracy on multi-step problems.
›What assessment data should I use to justify a word problem IEP goal?
The WIAT-4 Math Problem Solving subtest, WJ-IV Applied Problems subtest, or state assessment data are commonly used to document a deficit in problem solving. Classroom-based measures such as teacher-designed probes or curriculum-based assessments can also establish a baseline. Document the specific score and test date in the Present Levels section before writing the goal.
›Should I write separate IEP goals for computation and math reasoning?
Yes, when a student has deficits in both areas. Computation and reasoning are distinct skills — a student can be a fast calculator but struggle to explain their thinking or evaluate whether an answer is reasonable. Writing separate goals allows for targeted instruction and clearer progress monitoring in each domain.
›How do I write a math IEP goal for a secondary student who is significantly below grade level?
Write the goal at the student's current instructional level, not their grade level, and document the gap clearly in the Present Levels section. For example, a 9th grader performing at a 4th-grade computation level should have a goal targeting 4th-grade skills with an explanation of why in the Present Levels narrative. This approach is both legally appropriate and educationally meaningful.
›How many math IEP goals should a student have?
There is no required number, but goals should be driven by the student's most significant needs as documented by assessment data. Most students have one to three math goals targeting distinct skill areas such as computation, problem solving, or number sense. Avoid combining too many skills into a single goal, as this makes progress monitoring unclear.
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