Check a quotient by multiplying back
When to use this goal
For students who finish division problems with errors they could catch, when the team wants a self-checking habit rather than new computation. Present levels should show the student can multiply the quotient by the divisor.
- Baseline
- Across two or three sets, count problems with written evidence of checking and whether any wrong quotients were corrected. If the student checks but never corrects, the comparison step is missing and should be prompted specifically.
- Tips
- An opportunity is one problem, scored when the check is written and acted on. Keep sets short; checking doubles the work for each problem.
- Limits
- Does not measure division accuracy directly. Students may check only the easy problems; observe which ones get checked.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-018.
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Goal
By the annual IEP review date, after completing a set of 5 division problems during independent work, the student will multiply the quotient by the divisor, add any remainder, compare the result with the dividend, and correct any mismatch independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by direct observation collected twice weekly.
Baseline: 0 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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
- 0 of 5 opportunities.
- Annual goal391 characters
- By the annual IEP review date, after completing a set of 5 division problems during independent work, the student will multiply the quotient by the divisor, add any remainder, compare the result with the dividend, and correct any mismatch independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After completing a set of 5 division problems during independent work
- Behavior
- The student will multiply the quotient by the divisor, add any remainder, compare the result with the dividend, and correct any mismatch independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Direct observation
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, after completing a set of 5 division problems during independent work, the student will multiply the quotient by the divisor, add any remainder, compare the result with the dividend, and correct any mismatch independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by direct observation collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.