Middle School Life Skills Math Goals

• Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. CCSS.MATH.CONTENT.6.RP.A.3.D

• Easier Conversions
  • Time: Days, months, and years conversions. Military time conversions.
  • Measurement conversions
  • Tsp to Tbsp conversions
• Comparing measurements
• Measurement conversion word problems metric  and length 

Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

Nadiya is able to order feet, yards, and miles and tablespoons, cups, and gallons from smallest to greatest but she needs significant teacher support to convert between units. On her own, given a conversion chart and a calculator, she converts units with 20% accuracy. 

For more baseline ideas, check out the IEP Success Kit!

• Given a calculator, Name will manipulate and transform units appropriately when multiplying or dividing quantities, doubling and halving quantities for a recipe with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.6.RP.A.3.D
• Given a measurement conversion chart and a calculator, Name will convert measurement units, converting cups to pints, quarts, and gallons and inches to feet and yards with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.6.RP.A.3.D
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• Make it easier: Focus on just one skill, like doubling a recipe or converting liquid measures.
• Make it harder: Change it to creating a scaled down model of a space; add additional measurement units to convert between

• Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. CCSS.MATH.CONTENT.7.RP.A.3

• Adding tip to a bill
• Finding cost with tax
• Tax word problems
• Commission word problems

Given a calculator, Sam can calculate a 10% tip for a bill. He can calculate other tip values, mark ups and mark downs, and total cost with tax for items with 40% accuracy.

For more baseline ideas, check out the IEP Success Kit!

• Given a calculator, Name will use proportional relationships to solve multistep ratio and percent problems, finding the total cost of an item with a markup or markdown, with tax, and with a gratuity added with 80% accuracy as measured by teacher records and observations.CCSS.MATH.CONTENT.7.RP.A.3

• Make it easier: Focus on just one skill, like identifying how much tip to leave on a bill if you wanted to tip 15%, 20%, or 25%.
• Make it harder: Make the problems multi-step. For example, have the student calculate tax on an item after a markup or markdown.

• Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. CCSS.MATH.CONTENT.8.F.B.5

• This packet is perfect for assessing this standard– well the first few pages. It’s long!

Given a graph of a real world situation, like temperature over the course of a day, Simon can identify where on the graph it shows the temperature increasing and where it shows the temperature decreasing. He can choose the graph that best captures a situation  or write a description based on what is in the graph (like the temperature went up briefly and then fell steadily) with 40% accuracy.

For more baseline ideas, check out the IEP Success Kit!

Note that this is much less of a life skills goal than grades 6 and 7, which focus on measurement and tips! If you have more flexibility with your use of standards, use one of those!

• Name will describe qualitatively the functional relationship between two quantities by analyzing a graph, matching graphs to descriptions of the situations (like the temperature rose briefly and then fell quickly) with 80% accuracy as measured by teacher records and observations CCSS.MATH.CONTENT.8.F.B.5

• Make it easier: Add supports, like “Given notes on rate of change in graphs”
• Make it harder: Ask the student to write stories based on what they see in a graph or sketch a graph based on a story.