List factors and multiples of a number
When to use this goal
For students who confuse factors with multiples, miss factor pairs, or cannot find a common denominator because they cannot list multiples. Present levels in multiplication facts decide whether a chart support is needed.
- Baseline
- Score a factor list correct only when complete; a missing pair such as 4 and 9 for 36 is the usual error. Check whether the student mixes the two words by asking for factors of 6 and multiples of 6 in the same probe.
- Tips
- The organized pair method (1 and 36, 2 and 18, 3 and 12, ...) prevents misses and is the strategy to teach. Multiples feed the fraction goals; connect the two in instruction.
- Limits
- Does not measure prime factorization or divisibility rules. Complete lists depend on fact knowledge, so a chart support changes what the score reflects.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-014.
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Goal
By the annual IEP review date, given 10 whole numbers to 50 and the direction to list all the factors of each, the student will write every factor of each number with none missing and none extra independently with at least 85% accuracy on factor and multiple items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
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 goal358 characters
- By the annual IEP review date, given 10 whole numbers to 50 and the direction to list all the factors of each, the student will write every factor of each number with none missing and none extra independently with at least 85% accuracy on factor and multiple items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 whole numbers to 50 and the direction to list all the factors of each
- Behavior
- The student will write every factor of each number with none missing and none extra independently
- Criteria
- With at least 85% accuracy on factor and multiple items, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 factor and multiple items
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 whole numbers to 50 and the direction to list all the factors of each, the student will write every factor of each number with none missing and none extra independently with at least 85% accuracy on factor and multiple items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.