EdPlan Math Goals Document
EdPlan Compliant IEP Annual Goals & Objectives
Grade 5 Standards-Based Mathematics Goals
Target Grade: 5th Grade
Framework: NJSLS Mathematics
Present Level Summary (Baseline: 0% Mastery)
Student demonstrates 0% mastery across prerequisite NJSLS: 5.NBT.B.5, 5.NBT.B.6, 4.NBT.B, 4.NF, 4.NF.C.5, 4.OA, 4.MD, 3.MD.D.8. Goals bridge foundational gaps to grade-level competence.
Required EdPlan Syntax Template
{Given [Condition], [Student] will do [Skill], to this extent [Criteria]}
GOAL 1
Multi-Digit Whole Number Computation & Base Ten
NJSLS: 5.NBT.B.5 • 5.NBT.B.6 • 4.NBT.B.4
Annual Measurable Goal (EdPlan Format)
{Given multi-digit multiplication and division calculation problems and grid-lined calculation paper, [Student] will fluently multiply multi-digit whole numbers (up to 3 digits by 2 digits) using the standard algorithm and find whole-number quotients (up to 4-digit dividends and 2-digit divisors), to this extent achieving at least 80% accuracy across 3 out of 4 consecutive bi-weekly curriculum-based probes by the end of the annual IEP period.}
Objective 1.1 (Multiplication) 5.NBT.B.5
{Given 5 multi-digit multiplication problems (up to 3-digit by 2-digit) and a step-by-step checklist, [Student] will accurately calculate products using the standard algorithm, to this extent with 80% accuracy in 4 out of 5 trials across 3 consecutive assessment sessions.}
Objective 1.2 (Division) 5.NBT.B.6
{Given 5 division problems (up to 4-digit dividends and 2-digit divisors) and a partial quotients organizer, [Student] will compute whole number quotients and remainders, to this extent scoring 75% accuracy across 3 out of 4 consecutive weekly work samples.}
Baseline: 0% (Standard Algorithm & Divisors) Evaluation: Bi-weekly CBM probes & work samples Schedule: Quarterly reporting
GOAL 2
Fractions, Decimals & Number Relationships
NJSLS: 4.NF • 4.NF.C.5 • 5.NBT.A
Annual Measurable Goal (EdPlan Format)
{Given fraction models, base-ten representations, and place-value charts, [Student] will express fractions with denominators 10 and 100 as equivalent fractions, convert them to decimal notation, and compare decimals to hundredths using >, =, and < symbols, to this extent with 80% accuracy on 4 out of 5 bi-weekly probe opportunities across two consecutive marking periods.}
Objective 2.1 (Tenths & Hundredths) 4.NF.C.5
{Given 8 fraction tasks with denominators of 10 and 100, [Student] will convert tenths to equivalent hundredths (e.g., 3/10 = 30/100) and add two fractions with denominators 10 and 100, to this extent with 80% accuracy in 3 out of 4 trials measured bi-weekly.}
Objective 2.2 (Decimals & Comparison) 4.NF.C.6-7
{Given pairs of decimals through hundredths and a place-value grid, [Student] will rewrite fractions as decimals and compare two decimal values using >, <, or =, to this extent with 85% accuracy across 3 consecutive weekly assessment checks.}
Baseline: 0% (Fractions & Decimals) Evaluation: Curriculum probes & rubric checklists Schedule: Quarterly reporting
Page 1 of 2 • Case Management IEP Planning Document Target Priority: Place Value, Computation, Fractions
Target Area 3 Operations • Measurement • Geometry
Applied Problem Solving & Implementation
Deficits: 4.OA, 4.MD, 3.MD, 4.G
Format: EdPlan Criteria Architecture
GOAL 3
Multi-Step Equations, Measurement & Perimeter/Area
NJSLS: 4.OA • 4.MD.A.1 • 4.MD.A.3 • 3.MD.D.8
Annual Measurable Goal (EdPlan Format)
{Given multi-step word problems involving whole numbers, measurement unit conversions, and geometric perimeters or areas, [Student] will write equations with a letter representing the unknown quantity, solve using operations, and calculate area and perimeter of rectangular figures, to this extent achieving at least 80% accuracy on 3 out of 4 consecutive classroom evaluations and benchmark probes.}
Objective 3.1 (Word Problems & Equations) 4.OA
{Given 4 multi-step word problems and a structured graphic organizer, [Student] will represent the situation with an algebraic equation and calculate the correct solution, to this extent with 75% accuracy across 4 consecutive bi-weekly assessments.}
Objective 3.2 (Perimeter, Area & Units) 4.MD.A.1/3 • 3.MD.D.8
{Given rectangular figures and a measurement conversion chart, [Student] will apply perimeter (\(P = 2l + 2w\)) and area (\(A = l \times w\)) formulas to find missing side lengths and convert units, to this extent with 80% accuracy in 3 of 4 trials.}
Baseline: 0% (Algebraic Word Problems & MD) Evaluation: Rubric-scored multi-step tasks Schedule: Quarterly reporting
Recommended IEP Accommodations & Scaffolding Matrix
Visual & Spatial Scaffolds
- Grid/graph paper for column alignment in long division.
- Color-coded place-value charts for decimals.
- Base-ten blocks & fraction strip manipulatives.
Procedural Aids
- Step-by-step division checklist (D-M-S-B).
- Formula reference guide for perimeter and area.
- Multiplication facts reference table.
Assessment Conditions
- Chunked calculation tasks (3–5 items per probe).
- Frequent check-ins on multi-step reasoning.
- Clarification of non-math contextual vocabulary.
NJSLS Deficit to Goal Alignment Crosswalk Baseline to Target Roadmap
| Standard Deficit | Standard Description | Baseline | Target Goal | IEP Benchmark Target |
|---|
| 5.NBT.B.5 / 4.NBT.B | Multi-digit multiplication with standard algorithm | 0% | Goal 1 • Obj 1.1 | 80% accuracy |
| 5.NBT.B.6 | Multi-digit division (4-digit dividend, 2-digit divisor) | 0% | Goal 1 • Obj 1.2 | 75% accuracy |
| 4.NF.C.5 / 4.NF | Tenths/hundredths fraction & decimal equivalence | 0% | Goal 2 • Obj 2.1-2 | 80%–85% accuracy |
| 4.OA / 4.MD / 3.MD | Multi-step equations, perimeter, area, & conversions | 0% | Goal 3 • Obj 3.1-2 | 75%–80% accuracy |
Page 2 of 2 • Case Management IEP Planning Document Target Priority: Operations, Measurement & Implementation
Grade Six Math Goals Document
EdPlan Compliant IEP Annual Goals & Objectives
Grade 6 Standards-Based Mathematics Goals
Target Grade: 6th Grade
Framework: NJSLS Mathematics
Present Level Summary (Baseline: 0% Mastery)
Student demonstrates 0% mastery across: 5.OA.A.2, 5.NBT.A.3.b, 5.NF.B.5.b, 5.NF.B.7, 6.EE.A.2.c, 5.MD.A.1, 5.MD.C.5, 5.G.A.2, 5.G.B.3-4, 6.G.A.1, 6.G.A.4. Requires concrete representations and tiered scaffolds.
Required EdPlan Syntax Template
{Given [Condition], [Student] will do [Skill], to this extent [Criteria]}
GOAL 1
Algebraic Expressions, Order of Operations & Decimals
NJSLS: 6.EE.A.2.c • 5.OA.A.2 • 5.NBT.A.3.b
Annual Measurable Goal (EdPlan Format)
{Given numerical and variable algebraic expressions and multi-digit decimal comparison tasks, [Student] will write, interpret, and evaluate expressions at specific values using the conventional order of operations (including whole-number exponents) and compare decimals to thousandths using symbols, to this extent achieving at least 80% accuracy across 3 out of 4 consecutive bi-weekly curriculum-based probes by the end of the IEP period.}
Objective 1.1 (Expressions & Operations) 6.EE.A.2.c / 5.OA
{Given 5 algebraic expressions with variables and an order-of-operations checklist (PEMDAS), [Student] will substitute given values and evaluate expressions with whole-number exponents, to this extent scoring 80% accuracy in 4 out of 5 trials across 3 consecutive assessment sessions.}
Objective 1.2 (Thousandths Decimals) 5.NBT.A.3.b
{Given 8 decimal comparison pairs through thousandths and a place-value grid, [Student] will compare two decimals using >, =, and < symbols based on place values, to this extent with 85% accuracy on 3 consecutive weekly work samples.}
Baseline: 0% (Expressions & Thousandths Decimals) Evaluation: Bi-weekly CBM probes & student work samples Schedule: Quarterly reporting
GOAL 2
Fraction Operations, Unit Division & Scaling
NJSLS: 5.NF.B.7 • 5.NF.B.5.b
Annual Measurable Goal (EdPlan Format)
{Given fraction division problems, visual area models, and multiplication scaling scenarios, [Student] will divide unit fractions by whole numbers, divide whole numbers by unit fractions, and predict/explain product size relative to factors when multiplying by fractions, to this extent achieving 80% accuracy on 4 out of 5 bi-weekly probe opportunities across two consecutive marking periods.}
Objective 2.1 (Unit Fraction Division) 5.NF.B.7
{Given 6 problems involving division of unit fractions by whole numbers or whole numbers by unit fractions and fraction bar models, [Student] will compute quotients and represent solutions visually, to this extent with 80% accuracy in 3 out of 4 trials measured bi-weekly.}
