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Teacher and Pupil

Second Grade Math IEP Goals Standards-Aligned

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

Best Second Grade Math IEP Goals

Free IEP goals and objectives for second-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 subtraction two digits, addition three digits, subtraction three digits, and mixed operations.  Teach Tastic offers not only an iep goal for adding and subtracting with regrouping but an entire library of number sense iep goals for 2nd grade!  Just to name a few.

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

We've got you covered. Our 2nd 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, worksheets, and lesson packs to help you track student progress and meet IEP requirements.

Second Grade Math IEP Goals

2.OA: Operations & Algebraic Thinking

2.NBT: Number & Operations in Base Ten

2.MD: Measurement & Data

  • 2.MD.A: Measure and estimate lengths in standard units.
    • 2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
    • 2.MD.A.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
    • 2.MD.A.3: Estimate lengths using units of inches, feet, centimeters, and meters.
    • 2.MD.A.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
  • 2.MD.B: Relate addition and subtraction to length.
    • 2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
    • 2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
  • 2.MD.C: Work with time and money.
  • 2.MD.D: Represent and interpret data.
    • 2.MD.D.9: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
    • 2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.

2.G: Geometry

  • 2.G.A: Reason with shapes and their attributes.
    • 2.G.A.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
    • 2.G.A.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
    • 2.G.A.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

2.SUP: Supporting Skills

  • 2.SUP.MATH: Supporting Skills for Math
    • 2.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.
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