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First Grade Math IEP Goals Standards-Aligned

This IEP goal bank is on first-grade math prerequisite skills, including progress monitoring, data collection tools, worksheets, and lesson packs for all top nationally used IEP goals.

Best First Grade Math IEP Goals

Free IEP goals and objectives for first-grade math that are focused on a learning progression for most Common Core clusters to build strong math foundational skills for future grades. Many math skills included are addition, subtraction, money, estimating, problem solving and place value.

​You're a first-grade special education teacher, and you have to write IEP goals for math. It's hard enough writing iep goals for 1st grade, but it's even harder when they have to be aligned with Common Core or State Standards (CCSS).  

We've got you covered. Our 1st grade math IEP goal bank is filled with standards-aligned goals that will help your students make progress in math. Plus, we offer Data Collection Tools, IEP Goals Workbooks, Math Centers, Independent worksheets, and Interventioon Lesson packs to help you track student progress and meet IEP requirements.

First Grade Math IEP Goals

1.OA: Operations & Algebraic Thinking

1.NBT: Number & Operations in Base Ten

  • 1.NBT.A: Extend the counting sequence.
  • 1.NBT.B: Understand place value.
    • 1.NBT.B.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
    • 1.NBT.B.2.A: 10 can be thought of as a bundle of ten ones ? called a "ten."
    • 1.NBT.B.2.B: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
    • 1.NBT.B.2.C: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
    • 1.NBT.B.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
  • 1.NBT.C: Use place value understanding and properties of operations to add and subtract.
    • 1.NBT.C.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
    • 1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
    • 1.NBT.C.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

1.MD: Measurement & Data

1.G: Geometry

  • 1.G.A: Reason with shapes and their attributes.

1.SUP: Supporting Skills

  • 1.SUP.MATH: Supporting Skills for Math
    • 1.SUP.MATH.1: Although this skill cluster is not associated with a state standard it is still given emphasis at the cluster level. Supporting work at grade level and, where appropriate would be acceptable for many students' grade-level iep goals.

Special education teachers determine what children need for smart iep goals and how best to align common core state standards.  Thank you for letting us be part of your special education classsroom.