Multiply mentally by breaking numbers apart
When to use this goal
For students who reach for paper or a calculator for 25 x 4, 15 x 6 or 12 x 5, which slows estimating and shopping. Present levels in basic facts and in multiplying by multiples of 10 decide readiness.
- Baseline
- Record the strategy and the answer. Working memory loads are high; the jot pad helps tell strategy errors from memory errors.
- Tips
- Friendly pairs (25 x 4, 50 x 2) are worth memorizing. Use prices and tickets for older students.
- Limits
- For some students the jot pad should stay as a lasting support.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-md-044.
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Goal
By the annual IEP review date, given 10 two-digit by one-digit multiplication problems read aloud, with no paper, the student will split one factor into tens and ones, multiply each part and add, and say the product independently with at least 80% accuracy on mental multiplication problems, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
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. Opportunity (trial) recording 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 goal387 characters
- By the annual IEP review date, given 10 two-digit by one-digit multiplication problems read aloud, with no paper, the student will split one factor into tens and ones, multiply each part and add, and say the product independently with at least 80% accuracy on mental multiplication problems, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 two-digit by one-digit multiplication problems read aloud, with no paper
- Behavior
- The student will split one factor into tens and ones, multiply each part and add, and say the product independently
- Criteria
- With at least 80% accuracy on mental multiplication problems, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on mental multiplication problems
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 two-digit by one-digit multiplication problems read aloud, with no paper, the student will split one factor into tens and ones, multiply each part and add, and say the product independently with at least 80% accuracy on mental multiplication problems, across 3 consecutive sessions, as measured by opportunity-by-opportunity data 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.