Divide fractions and whole numbers
When to use this goal
For students who multiply fractions correctly but cannot divide, or who invert the wrong fraction. Present levels in fraction multiplication and in mixed number conversion should be secure first.
- Baseline
- Include whole divided by fraction (3 / 1/4) and fraction divided by whole (1/2 / 4), which have very different answers; students who invert the first fraction get them backwards. Sort errors into wrong reciprocal, forgot to change the sign, and multiplication error.
- Tips
- Serving-size contexts (how many 1/2-cup scoops in 4 cups) give the operation meaning before the rule. Keep number sizes small so the goal stays about the procedure.
- Limits
- Rule-based accuracy can hide a lack of meaning; check with a context item now and then. Does not measure choosing division in word problems.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-015.
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Goal
By the annual IEP review date, given 10 division problems with a fraction and a whole number, including problems such as how many 1/4-cup servings are in 3 cups, the student will write the correct quotient in simplest form for each problem independently with at least 80% accuracy on fraction division problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Baseline: 25% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Fractions.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Math - Fractions
- Baseline
- 25% accuracy.
- Annual goal408 characters
- By the annual IEP review date, given 10 division problems with a fraction and a whole number, including problems such as how many 1/4-cup servings are in 3 cups, the student will write the correct quotient in simplest form for each problem independently with at least 80% accuracy on fraction division problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 division problems with a fraction and a whole number, including problems such as how many 1/4-cup servings are in 3 cups
- Behavior
- The student will write the correct quotient in simplest form for each problem independently
- Criteria
- With at least 80% accuracy on fraction division problems, on 3 of 4 consecutive weekly work samples
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on fraction division problems
- Mastery rule:
- on 3 of 4 consecutive weekly work samples
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 division problems with a fraction and a whole number, including problems such as how many 1/4-cup servings are in 3 cups, the student will write the correct quotient in simplest form for each problem independently with at least 80% accuracy on fraction division problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.