Divide two-digit numbers with base-ten blocks
When to use this goal
For students who share small numbers of counters but cannot divide 52 by 4 because they do not see that a ten must be traded to share it. Present levels in sharing objects equally and in trading tens for ones decide readiness.
- Baseline
- A trial is correct when the trade is made and the quotient and remainder are right. Record whether the student shares tens first.
- Tips
- This makes the long division steps visible: share, trade, share again. Link each step to the written method once the blocks are steady.
- Limits
- Practical only for two-digit and small three-digit dividends. Measures concept, not written accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-032.
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Goal
By the annual IEP review date, given a two-digit by one-digit division problem, base-ten blocks and 2 to 5 sharing circles, the student will share the tens, trade any leftover tens for ones, share the ones, and state the quotient and any remainder independently in at least 5 of 6 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 6 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
- 1 of 6 opportunities.
- Annual goal384 characters
- By the annual IEP review date, given a two-digit by one-digit division problem, base-ten blocks and 2 to 5 sharing circles, the student will share the tens, trade any leftover tens for ones, share the ones, and state the quotient and any remainder independently in at least 5 of 6 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a two-digit by one-digit division problem, base-ten blocks and 2 to 5 sharing circles
- Behavior
- The student will share the tens, trade any leftover tens for ones, share the ones, and state the quotient and any remainder independently
- Criteria
- In at least 5 of 6 trials, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 5 of 6 trials
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a two-digit by one-digit division problem, base-ten blocks and 2 to 5 sharing circles, the student will share the tens, trade any leftover tens for ones, share the ones, and state the quotient and any remainder independently in at least 5 of 6 trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 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 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.