Solve division facts with a related multiplication fact
When to use this goal
For students who know many multiplication facts but count up or draw groups for each division fact. Present levels in multiplication facts decide which division facts to start with.
- Baseline
- Check the matching multiplication facts first. Record whether errors are in finding the related fact or in naming the missing factor.
- Tips
- Division facts are best learned through multiplication. Move these facts into the division timed probe once quick.
- Limits
- Only works for division facts whose multiplication fact is known.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-025.
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Goal
By the annual IEP review date, when given a division fact whose related multiplication fact the student knows, the student will say the related multiplication fact and then the quotient independently in at least 9 of 10 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 3 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
- 3 of 10 opportunities.
- Annual goal329 characters
- By the annual IEP review date, when given a division fact whose related multiplication fact the student knows, the student will say the related multiplication fact and then the quotient independently in at least 9 of 10 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When given a division fact whose related multiplication fact the student knows
- Behavior
- The student will say the related multiplication fact and then the quotient independently
- Criteria
- In at least 9 of 10 trials, across 3 consecutive 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 9 of 10 trials
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a division fact whose related multiplication fact the student knows, the student will say the related multiplication fact and then the quotient independently in at least 9 of 10 trials, across 3 consecutive 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.