IEP goals for division and long division
By the IEP Atlas editorial teamLast updated
Short answer
A division IEP goal names the problem size (one-digit or two-digit divisor), whether remainders appear and how the student shows the work. Example: given a three-digit by one-digit long division problem, the student will complete all 8 steps of the procedure on 4 of 5 problems, up from 3 of 8 steps. Fact and concept goals come first.
Long division is the first math procedure many students meet that has more steps than they can hold in their head. Divide, multiply, subtract, bring down, repeat: one slip in step 3 ruins the answer. That is why a long division goal often works better as a step goal before it becomes an accuracy goal.
The 20 goals below run from sharing objects into equal groups to dividing by two-digit numbers and deciding what to do with a remainder. Each shows the condition, behavior, criterion, an illustrative baseline and a link to its template. The numbers are illustrations, not benchmarks. For the wider set of math goals, see the math IEP goals pillar.
How to choose the right division goal
| What you see | Sub-skill | Measure |
|---|---|---|
| Cannot share 12 counters into 3 equal groups | Division concepts | Opportunities out of 10 |
| Understands sharing, slow or wrong on facts | Division facts | Digits correct per minute or facts within 3 seconds |
| Facts fine, loses track of steps | Long division procedure | Task analysis steps |
| Steps fine, wrong quotient or forgets the remainder | Accuracy with remainders | Problems correct out of 10 |
| Correct quotient, nonsense answer in context | Interpreting remainders | Problems correct out of 10 |
Division facts depend on multiplication facts. If the student does not know 6 times 7, they cannot divide 42 by 6 quickly. Check multiplication first; the multiplication IEP goals page covers it.
Goals for division concepts
- Sharing and grouping: Given 12 to 30 objects and a number of groups, the student will share the objects equally and state how many are in each group on 8 of 10 opportunities. Baseline: 2 of 10. Template
- Base-ten blocks: Given base-ten blocks and 10 two-digit by one-digit problems, the student will model the division, trading tens for ones when needed, on 8 of 10 opportunities. Baseline: 2 of 10. Template
- Missing factor: Given 10 equations such as 6 times blank equals 42, the student will find the missing factor for 9 of 10. Baseline: 4 of 10. Template
- Think multiplication: Given 10 division facts, the student will name the related multiplication fact and solve for 9 of 10 opportunities. Baseline: 3 of 10. Template
Weak: "The student will understand division." Measurable: the sharing goal, which names the materials, the range and what the student says. Federal guidance on elementary math intervention recommends visual representations such as base-ten blocks, so concept goals that use models are well grounded.[1]
Goals for division facts
- Timed written probe: Given a 1-minute probe of division facts related to factors 0 to 10, the student will write 15 problems correct per minute on 2 of 3 weekly probes. Baseline: 5. Template
- Oral recall: Given 20 division fact cards, the student will say each quotient within 3 seconds for 17 of 20. Baseline: 6 of 20. Template
- Dividing by 0 and 1: Given 20 facts with 0 or 1 as the divisor or dividend, the student will solve 19 of 20 and say the rule for dividing by 0. Baseline: 11 of 20. Template
- Dividing by 10, 100 and 1,000: Given 20 problems, the student will divide whole numbers by 10, 100 and 1,000 for 18 of 20. Baseline: 8 of 20. Template
Weak: "The student will know division facts." Measurable: the timed probe goal, which names the fact range, the time and the rate. Fluency goals across operations are on math fact fluency IEP goals.
Goals for the long division procedure
- Long division steps: Given a three-digit by one-digit problem, the student will complete all 8 steps of the long division procedure on 4 of 5 problems. Baseline: 3 of 8 steps. Template
- Remainders: Given 10 two- and three-digit by one-digit problems, half with remainders, the student will write the quotient and remainder for 8 of 10 on 3 weekly probes. Baseline: 3 of 10. Template
- Two-digit divisors: Given 8 three- and four-digit by two-digit problems, the student will show the work and write the quotient and remainder for 6 of 8. Baseline: 1 of 8. Template
- Partial quotients: Given 10 three-digit by one-digit problems, the student will divide using partial quotients (taking out friendly multiples like 10 and 5 groups) for 8 of 10. Baseline: 2 of 10. Template
Weak: "The student will do long division with 75% accuracy." Measurable: the steps goal, which counts the procedure itself.
Here are the 8 steps most step goals use, written so a second adult could score them:
| Step | What the student does |
|---|---|
| 1 | Writes the problem in the division bracket |
| 2 | Decides how many digits of the dividend to use first |
| 3 | Divides and writes the digit above the right place |
| 4 | Multiplies and writes the product below |
| 5 | Subtracts |
| 6 | Checks the difference is less than the divisor |
| 7 | Brings down the next digit and repeats steps 3 to 6 |
| 8 | Writes the remainder and checks by multiplying |
Goals for checking and estimating
- Checking with multiplication: After each division problem, the student will multiply the quotient by the divisor, add the remainder and compare with the dividend on 4 of 5 problems. Baseline: 0 of 5. Template
- Estimating quotients: Given 10 problems, the student will estimate each quotient with compatible numbers before dividing for 8 of 10. Baseline: 2 of 10. Template
- Divisibility rules: Given 20 numbers, the student will use the rules for 2, 3, 5, 9 and 10 to say whether each is divisible for 17 of 20. Baseline: 7 of 20. Template
- Decimal quotients: Given 10 problems, the student will continue dividing past the decimal point until the remainder is zero for 7 of 10. Baseline: 1 of 10. Template
Weak: "The student will check division answers." Measurable: the checking goal, which names the exact check and the count.
Goals for division in word problems and daily life
- Equal-groups problems: Given 10 equal-groups word problems with the unknown in different places, the student will write and solve the equation for 8 of 10. Baseline: 3 of 10. Template
- Interpreting remainders: Given 10 problems such as "30 students, 4 per car, how many cars?", the student will decide whether to round up, drop the remainder or use it, and answer 8 of 10. Baseline: 2 of 10. Template
- Splitting a cost: Given 8 bills or prices to split among 2 to 5 people and a calculator, the student will find each share for 7 of 8. Baseline: 2 of 8. Template
- Packing for a job task: Given 8 packing orders, the student will figure how many boxes are needed for 7 of 8. Baseline: 2 of 8. Template
Weak: "The student will solve division word problems." Measurable: the interpreting remainders goal, which names the decision students most often get wrong. More word problem goals are on math problem solving goals.
How to measure long division goals
Step goals use task analysis: score each of the 8 steps as done independently or not, on 5 problems per probe. Accuracy goals use percent accuracy on fixed sets. Probe weekly with new numbers. Repeated short probes graphed over time show whether the intervention is working.[2]
Filled-in example of the task analysis data sheet for the steps goal, showing the median steps per problem:
| Date | Steps 1 to 2 | Steps 3 to 5 | Steps 6 to 7 | Step 8 | Median steps | Support |
|---|---|---|---|---|---|---|
| Nov 4 | Yes | Partial | No | No | 3 of 8 | Step card |
| Nov 11 | Yes | Partial | No | No | 3 of 8 | Step card |
| Nov 18 | Yes | Yes | Partial | No | 5 of 8 | Step card, graph paper |
| Nov 25 | Yes | Yes | Yes | No | 7 of 8 | Graph paper |
| Dec 2 | Yes | Yes | Yes | Partial | 7 of 8 | Graph paper |
| Dec 9 | Yes | Yes | Yes | Yes | 8 of 8 | None |
Graph paper keeps the columns lined up, which fixed most step 7 errors for this student. Fade it once the steps are steady.
| Goal type | Method | Data sheet | How often |
|---|---|---|---|
| Long division steps | Task analysis | Task analysis data sheet | 2 times a week |
| Division accuracy, remainders, word problems | Percent accuracy | Accuracy data sheet | Weekly |
| Division facts | Rate per minute | Frequency data sheet | Weekly |
Short-term objectives for long division
- By the first report, given two-digit by one-digit problems with no remainder, the student will complete all steps on 4 of 5 problems using a step card.
- By the second report, given three-digit by one-digit problems with remainders, the student will complete all steps on 4 of 5 using graph paper.
- By the annual review, given three-digit by one-digit problems, the student will complete all 8 steps on 4 of 5 with no supports.
Adapting division goals by grade band
| Grade band | Typical target | Supports | Example criterion |
|---|---|---|---|
| Grade 3 | Sharing, grouping, facts | Counters, arrays | 8 of 10 opportunities |
| Grade 4 | Two- and three-digit by one-digit, remainders | Base-ten blocks, partial quotients | 8 of 10 problems |
| Grades 5 to 6 | Two-digit divisors, decimal quotients | Multiplication chart, graph paper | 6 of 8 problems |
| Middle and high school | Splitting costs, packing, unit rates | Calculator | 7 of 8 tasks |
The multiplication and division goals page has the full set of templates, including grades 3 to 5 division goals. Run each draft through the goal checker.
Frequently asked questions
What is a good IEP goal for long division?
Start with a step goal: given a three-digit by one-digit problem, the student will complete all 8 steps on 4 of 5 problems. Once the steps hold, move to an accuracy goal with remainders, such as 8 of 10 problems correct.
Should a student use a multiplication chart for long division?
If facts are slow, yes. Name the chart in the condition so the goal measures the procedure. Keep a separate fact goal. Without the chart, every fact error looks like a procedure error and the data become hard to read.
Is partial quotients a good alternative to long division?
For many students it is. Partial quotients lets the student take out friendly groups like 10 or 5 at a time, which uses facts they know and keeps place value visible. It takes more lines but fewer students lose their place.
Use it in IEP Atlas
- Multiplication and division goals (math)
- Grades 3 to 5 multiplication and division goals
- Math IEP goals
- Task analysis measurement guide
- Task analysis data sheet
- IEP goal checker
Related guides
- IEP goals for math: calculation, problem solving and functional math
- IEP goals for multiplication facts and multi-digit multiplication
- Functional math IEP goal examples for high school
- IEP goals for math calculation
Sources
- Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades, What Works Clearinghouse, Institute of Education Sciences
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.