Divide multi-digit numbers by two-digit divisors
When to use this goal
For students who divide by one-digit numbers reliably but cannot estimate quotient digits with a two-digit divisor. Present levels in one-digit division and in rounding should be secure first.
- Baseline
- With 8 problems, each is 12.5%, so a 75% target means 6 of 8. Sort errors into wrong quotient estimate, place-value slip in the quotient, subtraction error, and fact error. The listed-multiples support removes the fact and estimate load so you can see the procedure itself.
- Tips
- Writing the divisor's multiples first is a taught strategy worth keeping. If computation is not the need, a calculator goal may serve the student better than this one.
- Limits
- Long problems mean few items per probe and large score swings; look at trends across several weeks. Does not measure deciding when to divide.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-013.
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Goal
By the annual IEP review date, given 8 three- and four-digit by two-digit division problems, with and without remainders, the student will write the correct quotient and remainder for each problem, showing the written work independently with at least 75% accuracy on two-digit divisor 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 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
- 25% accuracy.
- Annual goal391 characters
- By the annual IEP review date, given 8 three- and four-digit by two-digit division problems, with and without remainders, the student will write the correct quotient and remainder for each problem, showing the written work independently with at least 75% accuracy on two-digit divisor 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 8 three- and four-digit by two-digit division problems, with and without remainders
- Behavior
- The student will write the correct quotient and remainder for each problem, showing the written work independently
- Criteria
- With at least 75% accuracy on two-digit divisor 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 75% accuracy on two-digit divisor 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 8 three- and four-digit by two-digit division problems, with and without remainders, the student will write the correct quotient and remainder for each problem, showing the written work independently with at least 75% accuracy on two-digit divisor 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.