Solve a hard fact by breaking it into known facts
When to use this goal
For students who know the 2s, 5s and 10s but stall on 6s, 7s and 8s, and who have not been shown that 7 x 8 can be 7 x 5 plus 7 x 3. Present levels should show the anchor facts are known.
- Baseline
- Present 10 unknown facts and record whether the student uses a break-apart strategy, skip counts from one, or guesses. Score an opportunity only when the strategy is used and the product is correct.
- Tips
- Fives are the natural anchor (7 x 8 = 7 x 5 + 7 x 3). Once the strategy is reliable, move to the timed probe template for fluency.
- Limits
- The strategy is slower than recall and is a stepping stone, not an end point. Requires observing the student's steps or written partial products.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-019.
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Goal
By the annual IEP review date, when given a multiplication fact with a factor of 6, 7, 8 or 9 that the student does not recall, the student will split one factor into two known parts, state the two partial products, and add them to find the product independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 10 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. Opportunity (trial) recording 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
- 2 of 10 opportunities.
- Annual goal415 characters
- By the annual IEP review date, when given a multiplication fact with a factor of 6, 7, 8 or 9 that the student does not recall, the student will split one factor into two known parts, state the two partial products, and add them to find the product independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When given a multiplication fact with a factor of 6, 7, 8 or 9 that the student does not recall
- Behavior
- The student will split one factor into two known parts, state the two partial products, and add them to find the product independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection sessions
- Evaluation method
- Opportunity-by-opportunity data
- 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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a multiplication fact with a factor of 6, 7, 8 or 9 that the student does not recall, the student will split one factor into two known parts, state the two partial products, and add them to find the product independently in at least 8 of 10 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.