Divide two- and three-digit numbers with remainders
When to use this goal
For students who divide evenly but stop or guess when there is a remainder, or who write the remainder as part of the quotient. Present levels in division facts and subtraction decide whether a fact chart support is needed.
- Baseline
- Score the quotient and the remainder separately so partial progress shows. The diagnostic error is a remainder larger than the divisor, which means the student stopped dividing too early; count how often it appears.
- Tips
- Context problems make the remainder meaningful (3 left over, or one more box needed). Accept quotient-and-remainder notation or a fraction, as the classroom teaches, but state which on the data sheet.
- Limits
- Percent correct on final answers hides where the procedure broke; the long division task-analysis template shows that. Does not include decimal quotients.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-012.
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Goal
By the annual IEP review date, given 10 two- and three-digit by one-digit division problems, half of which have remainders, the student will write the quotient and remainder for each problem independently with at least 80% accuracy on division problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Baseline: 30% 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 Multiplication & Division.
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 - Multiplication & Division
- Baseline
- 30% accuracy.
- Annual goal350 characters
- By the annual IEP review date, given 10 two- and three-digit by one-digit division problems, half of which have remainders, the student will write the quotient and remainder for each problem independently with at least 80% accuracy on 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 two- and three-digit by one-digit division problems, half of which have remainders
- Behavior
- The student will write the quotient and remainder for each problem independently
- Criteria
- With at least 80% accuracy on division problems, on 3 of 4 consecutive weekly work samples
- 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 80% accuracy on 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 two- and three-digit by one-digit division problems, half of which have remainders, the student will write the quotient and remainder for each problem independently with at least 80% accuracy on 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.