Follow the steps of two-digit multiplication
When to use this goal
For students who know facts (or use a chart) but skip the placeholder zero or lose track of carried digits in two-digit by two-digit multiplication. Observation of the student's process decides whether the steps, not the facts, are the need.
- Baseline
- Observe two or three problems and mark each step independent, prompted or missed. Cross out old carried digits before the second row if that is how the student is taught; edit the steps to match.
- Tips
- Pair with an accuracy goal (ma-md-004). Graph paper helps keep rows aligned.
- Limits
- Requires watching the student work. Following the steps does not guarantee correct facts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-038.
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Goal
By the annual IEP review date, given a two-digit by two-digit multiplication problem during independent work, the student will complete the steps of the standard multiplication method without a cue card, performing all 7 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Baseline: 3 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 7 steps independently.
- Annual goal332 characters
- By the annual IEP review date, given a two-digit by two-digit multiplication problem during independent work, the student will complete the steps of the standard multiplication method without a cue card, performing all 7 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a two-digit by two-digit multiplication problem during independent work
- Behavior
- The student will complete the steps of the standard multiplication method without a cue card
- Criteria
- Performing all 7 steps independently, on 3 consecutive weekly probes
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 7 steps independently
- Mastery rule:
- on 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given a two-digit by two-digit multiplication problem during independent work, the student will complete the steps of the standard multiplication method without a cue card, performing all 7 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Writes the problem with place values lined up | ||||||||
| 2. Multiplies the ones digit of the bottom number by each digit of the top number | ||||||||
| 3. Writes carried digits above the correct place and adds them in | ||||||||
| 4. Writes a zero in the ones place before the second row | ||||||||
| 5. Multiplies the tens digit of the bottom number by each digit of the top number | ||||||||
| 6. Adds the two rows | ||||||||
| 7. Checks the product against an estimate | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.