Multiply fractions with an area model
When to use this goal
For students who multiply numerators and denominators by rule but do not know why the product is smaller, or who cross-multiply by mistake. Present levels in fraction of a whole number and in area models decide readiness.
- Baseline
- Score the product. Record cross-multiplying and adding-denominator errors separately.
- Tips
- The overlap shows why the product is smaller than both factors. Move to the rule with the model as a check.
- Limits
- The area model gets crowded with large denominators.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-fr-043.
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Goal
By the annual IEP review date, given 10 fraction-by-fraction multiplication problems with denominators to 8 and a blank square for each, the student will shade one fraction one way and the other across it, write the product from the overlap, and simplify independently with at least 85% accuracy on fraction products, on 3 of 4 consecutive weekly probes, 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 fraction-by-fraction multiplication problems with denominators to 8 and a blank square for each, the student will shade one fraction one way and the other across it, write the product from the overlap, and simplify independently with at least 85% accuracy on fraction products, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 fraction-by-fraction multiplication problems with denominators to 8 and a blank square for each
- Behavior
- The student will shade one fraction one way and the other across it, write the product from the overlap, and simplify independently
- Criteria
- With at least 85% accuracy on fraction products, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on fraction products
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 fraction-by-fraction multiplication problems with denominators to 8 and a blank square for each, the student will shade one fraction one way and the other across it, write the product from the overlap, and simplify independently with at least 85% accuracy on fraction products, on 3 of 4 consecutive weekly probes, 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.