Use divisibility rules to test a number
When to use this goal
For students who need to find factors, simplify fractions or divide, and test every possible divisor by long division. Present levels in multiplication facts and in odd and even numbers decide readiness.
- Baseline
- Score each number-divisor pair. Note which rules are known; the 3 and 9 digit-sum rules are usually the gap.
- Tips
- Teach 2, 5 and 10 first, then 3 and 9. The rules card can stay as a support for fraction work.
- Limits
- Rules for 4, 6, 7 and 8 are less useful and are left out at first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-039.
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Goal
By the annual IEP review date, given 10 whole numbers up to 1,000 and the divisors 2, 3, 5, 9 and 10, the student will mark which of the divisors divide each number and name the rule used independently with at least 85% accuracy on divisibility decisions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 30% 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
- 30% accuracy.
- Annual goal348 characters
- By the annual IEP review date, given 10 whole numbers up to 1,000 and the divisors 2, 3, 5, 9 and 10, the student will mark which of the divisors divide each number and name the rule used independently with at least 85% accuracy on divisibility decisions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 whole numbers up to 1,000 and the divisors 2, 3, 5, 9 and 10
- Behavior
- The student will mark which of the divisors divide each number and name the rule used independently
- Criteria
- With at least 85% accuracy on divisibility decisions, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 85% accuracy on divisibility decisions
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 whole numbers up to 1,000 and the divisors 2, 3, 5, 9 and 10, the student will mark which of the divisors divide each number and name the rule used independently with at least 85% accuracy on divisibility decisions, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.