Multiply and divide decimals
When to use this goal
For students who multiply whole numbers correctly but place the decimal point by guessing, or who cannot divide when the divisor is a decimal. Present levels in multi-digit multiplication and in decimal place value should be secure first.
- Baseline
- Score the digits and the decimal placement separately; many students have the right digits and the wrong magnitude. Include a product that needs a leading zero (0.3 x 0.2) and a division by a decimal, which are the two cases that break procedural rules.
- Tips
- Estimating first (about 3 times 2 is 6, so 3.1 x 1.9 is about 6) is the most reliable way to place the point and is worth building into the behavior. Money contexts keep it concrete.
- Limits
- Does not cover fractions or percent. If a calculator is the agreed tool, a calculator-entry goal with decimal checks is a better fit than this one.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-015.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 multiplication and division problems with decimals to the hundredths, including money amounts, the student will write the correct product or quotient with the decimal point in the right place independently with at least 80% accuracy on decimal 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 goal390 characters
- By the annual IEP review date, given 10 multiplication and division problems with decimals to the hundredths, including money amounts, the student will write the correct product or quotient with the decimal point in the right place independently with at least 80% accuracy on decimal 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 multiplication and division problems with decimals to the hundredths, including money amounts
- Behavior
- The student will write the correct product or quotient with the decimal point in the right place independently
- Criteria
- With at least 80% accuracy on decimal 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 decimal 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 multiplication and division problems with decimals to the hundredths, including money amounts, the student will write the correct product or quotient with the decimal point in the right place independently with at least 80% accuracy on decimal 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.