Multiplication & Division IEP goals for high school (grades 9 to 12)
12 of the multiplication & division templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
12 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
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.
Multiply and divide decimals
Multiplying and dividing decimals
By the annual IEP review date, given 10 multiplication and division problems with decimals to the hundredths, including money amounts, the student will write the correct product or quotient with the decimal point in the right place independently with at least 80% accuracy on decimal problems, on 3 of 4 consecutive weekly work samples, as measured by work-sample analysis collected weekly.
Multiply and divide positive and negative integers
Multiplying and dividing integers
By the annual IEP review date, given 20 multiplication and division problems with integers from -12 to 12, the student will write the correct answer with the correct sign for each problem independently with at least 90% accuracy on integer problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected weekly.
Use a multiplication chart as a tool
Using a multiplication chart as a tool
By the annual IEP review date, given 10 multiplication and division facts and a 12-by-12 multiplication chart, the student will find each product by row and column, and each quotient by finding the dividend in the divisor's row, and write the answer independently with at least 95% accuracy on chart lookups, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Find the cost of several same-price items
Cost of several items
By the annual IEP review date, given 10 shopping situations such as 4 notebooks at $1.79 each, with a calculator, the student will multiply the quantity by the price and write the total with a dollar sign and decimal point independently with at least 90% accuracy on cost totals, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
High school multiplication & division goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
How do multiplication & division goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.