# The Perfect IEP Goal for 7th - 9th Grade Students Aimed for Pre-Algebra

Updated: Mar 1

This IEP goal is for all 7th-9th grade students with IEP goals aimed at success in pre-algebra. It is inclusive of sub-skills necessary to solve multistep equations with variables on both sides, expanding expressions, distributive property, and the collection of like terms when solving.

Goal progression could include 3 to 4 week intervals aimed toward skill-building in the areas of mathematic academic vocabulary, the order of operations, exponents, distributive property, and the concept of combining like terms.

*8.EE.C.7.B Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
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### Algebraic thinking skill:

__Solve equations with variables on both sides__

Misconceptions:

For students who are struggling with one and two-step equations, using

manipulatives (i.e., Algebra Tiles) will offer a hands-on experience for the process of solving equations.

### Learning Progression:

If scaffolding is needed these are some areas where the appropriate scaffold

objectives can be found.

In earlier grades, students have mastered the following skills...

Understood the equation-solving process leads to a solution that makes the equation true. (

__6.EE.5__)Solved problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r were rational numbers. (

__7.EE.4__)Applied properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. (

__7.EE.1__)

## The Perfect Math IEP Goal for 7th - 9th Grade

By (date) when given problems with one-variable equations, the student will successfully solve equations with variables on both sides (including exponents, distribution, and collecting like terms) improving expressions and equations skills from ___/10 problems out of ten consecutive trials to 8/10 problems in ten consecutive trials.

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