Solve one-step multiplication and division word problems
When to use this goal
For students who solve addition and subtraction problems but add when a problem calls for equal groups, or who cannot tell a sharing problem from a grouping one. Present levels in facts and in reading decide the number range and the read-aloud support.
- Baseline
- Score by problem type (equal groups unknown total, unknown group size, unknown number of groups, comparison) and separate setup errors from computation errors. Times-as-many comparison problems are usually hardest and are often solved by addition.
- Tips
- Decide whether the equation and the answer must both be correct for credit and write the rule on the data sheet. Mixing in a few addition problems prevents the student from multiplying everything.
- Limits
- Does not capture multi-step problems or explanation. Key-word teaching ("each means multiply") fails on division problems; vary the wording.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-008.
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Goal
By the annual IEP review date, given 10 one-step multiplication and division word problems with factors to 10, including equal groups, arrays and comparison problems, with text read aloud on request, the student will write an equation and the labeled answer for each problem independently with at least 80% accuracy on one-step word 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 Math Problem Solving.
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 - Math Problem Solving
- Baseline
- 35% accuracy.
- Annual goal433 characters
- By the annual IEP review date, given 10 one-step multiplication and division word problems with factors to 10, including equal groups, arrays and comparison problems, with text read aloud on request, the student will write an equation and the labeled answer for each problem independently with at least 80% accuracy on one-step word 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 10 one-step multiplication and division word problems with factors to 10, including equal groups, arrays and comparison problems, with text read aloud on request
- Behavior
- The student will write an equation and the labeled answer for each problem independently
- Criteria
- With at least 80% accuracy on one-step word problems, on 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on one-step word 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 10 one-step multiplication and division word problems with factors to 10, including equal groups, arrays and comparison problems, with text read aloud on request, the student will write an equation and the labeled answer for each problem independently with at least 80% accuracy on one-step word 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.