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Teacher and Pupil

Eighth Grade
Math IEP Goals Standards-Aligned

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

Best Eighth Grade Math IEP Goals

Free IEP goals and objectives for eighth-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 one-variable inequalities, linear equations, word problems skills, and functions.

​You're an eighth-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 8th 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.

Eighth Grade Math IEP Goals

8.NS: The Number System

  • 8.NS.A: Know that there are numbers that are not rational, and approximate them by rational numbers.
    • 8.NS.A.1: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
    • 8.NS.A.2: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., ?2). For example, by truncating the decimal expansion of ?2, show that ?2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

8.EE: Expressions & Equations

8.F: Functions

8.G: Geometry

  • 8.G.A: Understand congruence and similarity using physical models, transparencies, or geometry software.
    • 8.G.A.1: Verify experimentally the properties of rotations, reflections, and translations:
    • 8.G.A.1.A: Lines are taken to lines, and line segments to line segments of the same length.
    • 8.G.A.1.B: Angles are taken to angles of the same measure.
    • 8.G.A.2: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
    • 8.G.A.3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
    • 8.G.A.4: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
    • 8.G.A.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
    • 8.G.A.1.C: Parallel lines are taken to parallel lines.
    • 8.G.A.1.B: Parallel lines are taken to parallel lines.
  • 8.G.B: Understand and apply the Pythagorean Theorem.
    • 8.G.B.6: Explain a proof of the Pythagorean Theorem and its converse.
    • 8.G.B.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
    • 8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
  • 8.G.C: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
    • 8.G.C.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

8.SP: Statistics & Probability

  • 8.SP.A: Investigate patterns of association in bivariate data.
    • 8.SP.A.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
    • 8.SP.A.2: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
    • 8.SP.A.3: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
    • 8.SP.A.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

8.SUP: Supporting Skills

  • 8.SUP.MATH: Supporting Skills for Math
    • 8.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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