Multiplication & Division IEP goals for grades 3 to 5
44 of the multiplication & division templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
44 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Write multiplication facts on a timed probe
Multiplication fact fluency
By the annual IEP review date, given a 2-minute probe of mixed multiplication facts with factors 0 to 10 (total divided by 2 for the per-minute rate), the student will write the product for each fact independently at a rate of at least 25 digits correct per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Write division facts on a timed probe
Division fact fluency
By the annual IEP review date, given a 1-minute probe of division facts related to multiplication facts with factors 0 to 10, the student will write the quotient for each division fact independently at a rate of at least 15 problems correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Model multiplication with arrays or equal groups
Multiplication concepts (arrays and equal groups)
By the annual IEP review date, when given a multiplication expression with factors to 5 (for example, 3 × 4), the student will build the matching array or equal groups with counters and state the product independently in at least 4 of 5 opportunities, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Multiply multi-digit numbers and show the written work
Multi-digit multiplication
By the annual IEP review date, given 8 two-digit by two-digit multiplication problems, the student will show the partial products or regrouping and write the product for each problem independently with at least 75% accuracy on multi-digit multiplication problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Follow the steps of long division
Long division procedure
By the annual IEP review date, given a three-digit by one-digit long division problem, the student will solve the problem by completing each step of the long division procedure without a cue card, performing at least 8 of 9 steps independently, on 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.
Use a calculator to solve multiplication and division problems
Calculator use for multiplication and division
By the annual IEP review date, given 10 multi-digit multiplication and division problems written as equations, the student will enter each problem into a calculator in the correct order and record the answer independently with at least 90% accuracy on calculator problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Grades 3 to 5 multiplication & division goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 9 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 29 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
Frequently asked questions
What changes in multiplication & division goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
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