Multiply by multiples of 10
When to use this goal
For students who know basic facts but cannot solve 40 x 6 or 30 x 70, which are the building blocks of the area model and of estimation. Present levels in basic facts and in multiplying by 10 decide readiness.
- Baseline
- Record zero errors (40 x 50 = 200) separately from fact errors. Include facts whose product already ends in zero (5 x 4 = 20, so 50 x 40 = 2,000).
- Tips
- Explain with place value ("3 tens times 7 tens is 21 hundreds") rather than only "add the zeros".
- Limits
- A narrow skill; often best as an objective under an area model or estimation goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-030.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 20 problems that multiply a single digit by a multiple of 10 or 100, such as 6 x 40 or 3 x 500, the student will write each product independently with at least 90% accuracy on multiples of 10 problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal329 characters
- By the annual IEP review date, given 20 problems that multiply a single digit by a multiple of 10 or 100, such as 6 x 40 or 3 x 500, the student will write each product independently with at least 90% accuracy on multiples of 10 problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 problems that multiply a single digit by a multiple of 10 or 100, such as 6 x 40 or 3 x 500
- Behavior
- The student will write each product independently
- Criteria
- With at least 90% accuracy on multiples of 10 problems, on 3 of 4 consecutive weekly probes
- 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 90% accuracy on multiples of 10 problems
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 20 problems that multiply a single digit by a multiple of 10 or 100, such as 6 x 40 or 3 x 500, the student will write each product independently with at least 90% accuracy on multiples of 10 problems, on 3 of 4 consecutive weekly probes, 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.