Multiplication & Division IEP goals for middle school (grades 6 to 8)
44 of the multiplication & division templates in the library are written for middle school (grades 6 to 8). 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 · 6–8 · 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.
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.
Say multiplication facts from flash cards within 3 seconds
Oral multiplication fact fluency
By the annual IEP review date, given a shuffled deck of 30 multiplication flash cards with factors 0 to 10, shown one at a time for 3 seconds each, the student will say the correct product before the card is turned over independently with at least 90% accuracy on flash cards, across 3 consecutive data collection sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Middle school multiplication & division goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
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
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 34 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 2 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 4 goals here
Frequently asked questions
How are multiplication & division goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
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