IEP Goals for Place Value

Creating Goals that Align to the Common Core State Standards

Place Values and Math

Understanding place value is critical for expanding mathematical understanding past single digit addition, subtraction, multiplication and division. Understanding ones, tens, hundred, thousands as well as tenths, hundredths, etc., will help students manipulate and use large numbers. Understanding how ten ones equals ten, ten tens equals one hundred.

Base ten is also the foundation of our monetary system, and the metric measurement system.

Understanding base ten place value is critical to these and other functional skills that special education students need to gain independence in the community.

The Standards

CCSS.Math.Content.2.NBT.A.1: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

  • CCSS.Math.Content.2.NBT.A.1a: Count within 1000; skip-count by 5s, 10s, and 100s. of as a bundle of ten tens - called a "hundred."
  • CCSS.Math.Content.2.NBT.A.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
CCSS.Math.Content.2.NBT.A.2: Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS.Math.Content.2.NBT.A.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
CCSS.Math.Content.2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

IEP Goals for the Place Value Standards

It can clearly be understood that if students are struggling with place value, their skill level would be considered "emerging." No matter whether your student is 8 or 18, if they still need to master these skills, these IEP goals would be considered appropriate.

Goals for CCSS.M.C.2.NBT.A.1

  • In a classroom setting, when given a two digit number, Johnny Student will model the number using place value rods and blocks, nine out of ten probes, over three consecutive trials.
  • In a classroom setting, when presented with three digit numbers, Johnny Student will correctly identify the digit in the ones, tens and hundreds places in 8 out of 10 probes over three out of four consecutive trials.

Goals for CCSS. Math Content.2.NBT.A.2

  • In a classroom setting, when given a three digit number Johnny Student will count up by 5's with 9 out of ten correct responses in three out of four consecutive trials.
  • In a classroom setting, when given a missing number chart with numbers above 100, Johnny Student will write 9 out of 10 correct number in three out of four consecutive trials.
  • In a classroom setting, when presented with a three digit number between 100 and 1000, Johnny Student will count up by 10's 9 out of ten probes in three out of four consecutive trials.