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Teacher and Pupil

Sixth Grade
Math IEP Goals Standards-Aligned

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

Best Sixth Grade Math IEP Goals

Free IEP goals and objectives for sixth-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 problem solving skills included are one-variable equations, two-variable equations, word problems skills, order of operations, and ratios and rates.

​You're a sixth-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 6th 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.

Sixth Grade Math IEP Goals

6.RP: Ratios & Proportional Relationships

6.NS: The Number System

6.EE: Expressions & Equations

6.G: Geometry

  • 6.G.A: Solve real-world and mathematical problems involving area, surface area, and volume.
    • 6.G.A.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
    • 6.G.A.2: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
    • 6.G.A.3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
    • 6.G.A.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

6.SP: Statistics & Probability

  • 6.SP.A: Develop understanding of statistical variability.
    • 6.SP.A.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.
    • 6.SP.A.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
    • 6.SP.A.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
  • 6.SP.B: Summarize and describe distributions.
    • 6.SP.B.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
    • 6.SP.B.5: Summarize numerical data sets in relation to their context, such as by:
    • 6.SP.B.5.A: Reporting the number of observations.
    • 6.SP.B.5.B: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
    • 6.SP.B.5.C: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
    • 6.SP.B.5.D: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

6.SUP: Supporting Skills

  • 6.SUP.MATH: Supporting Skills for Math
    • 6.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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