Divide with partial quotients
When to use this goal
For students who find the standard long division steps hard to follow or remember, and who can subtract and multiply by 10 and 100. Present levels in multiplying by multiples of 10 and in multi-digit subtraction decide readiness.
- Baseline
- Score the quotient and remainder. Record whether errors come from the multiples, the subtraction, or adding the partial quotients.
- Tips
- Students may take bigger or smaller chunks; any correct path counts. This method is more forgiving than long division because a small chunk is never wrong.
- Limits
- Takes more steps than long division when chunks are small. Pair with estimation to choose bigger chunks over time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-031.
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Goal
By the annual IEP review date, given 8 three- and four-digit by one-digit division problems, the student will subtract easy multiples of the divisor, record each partial quotient, and add them for the quotient and remainder independently with at least 80% accuracy on division problems, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 20% 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
- 20% accuracy.
- Annual goal377 characters
- By the annual IEP review date, given 8 three- and four-digit by one-digit division problems, the student will subtract easy multiples of the divisor, record each partial quotient, and add them for the quotient and remainder independently with at least 80% accuracy on division 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 8 three- and four-digit by one-digit division problems
- Behavior
- The student will subtract easy multiples of the divisor, record each partial quotient, and add them for the quotient and remainder independently
- Criteria
- With at least 80% accuracy on division 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 80% accuracy on division 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 8 three- and four-digit by one-digit division problems, the student will subtract easy multiples of the divisor, record each partial quotient, and add them for the quotient and remainder independently with at least 80% accuracy on division 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.