Multiply and divide decimals by powers of ten
When to use this goal
For students who move the decimal point the wrong way or the wrong number of places, which affects metric conversions and money. Present levels in decimal place value decide readiness.
- Baseline
- Record direction errors and place-count errors separately. Include whole numbers that become decimals (45 divided by 100).
- Tips
- Describe it as the digits moving, not the point, if the place value chart is used. This supports metric conversion in measurement.
- Limits
- Does not measure general decimal multiplication (ma-md-015).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-042.
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Goal
By the annual IEP review date, given 20 problems that multiply or divide a decimal by 10, 100, 1,000, 0.1 or 0.01, the student will write each answer with the decimal point in the right place independently with at least 90% accuracy on powers of ten 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 goal350 characters
- By the annual IEP review date, given 20 problems that multiply or divide a decimal by 10, 100, 1,000, 0.1 or 0.01, the student will write each answer with the decimal point in the right place independently with at least 90% accuracy on powers of ten 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 or divide a decimal by 10, 100, 1,000, 0.1 or 0.01
- Behavior
- The student will write each answer with the decimal point in the right place independently
- Criteria
- With at least 90% accuracy on powers of ten 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 powers of ten 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 or divide a decimal by 10, 100, 1,000, 0.1 or 0.01, the student will write each answer with the decimal point in the right place independently with at least 90% accuracy on powers of ten 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.