Multiplication and Division Goals

IEP Goals for Multiplication

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division CCSS.Math.Content.3.OA.C.7

  • For students who understand the concepts of multiplication: Begin by timing them on a multiplication facts worksheet. If they do fairly well, also test them on division facts. Take note of any strategies they use and ask them about how they solved the problems– any strategies that help them can be built into the IEP goal. Also look for patterns in the quizzes– are there facts they already know? Those can go into the baseline and also shape group interventions.
  • For students without a strong foundation in multiplication or division: Give them a few multiplication fact problems, access to blocks, and to other resources and see what they do untimed. How do they approach the problems? Repeat with division– get an untimed accuracy on basic facts for each and add timed tests only if appropriate.

Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page. for more baseline and assessment ideas.

Student 1: On a four-minute timed multiplication test, Dorothy completed six problems correctly. She knows her ones, twos, and tens multiplication facts. She has a concept of division and can solve division problems using blocks.

Student 2: Dee has an emerging concept of multiplication. She can find answers to multiplication problems using a multiplication chart and using blocks but does not currently have any facts memorized.

  • _____________ will fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division as demonstrated by solving 44 mixed multiplication fact (0-9s) problems in four minutes and as measured by teacher records and observations CCSS.Math.Content.3.OA.C.7

As the special education teacher, you have the option to add modifiers to the goal to make it more achievable or more meaningful for the student. There are multiple ways to modify an IEP goal:

  • Add supports for the student
    • Given access to a multiplication chart, _____________ will fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division as demonstrated by solving 44 mixed multiplication and division fact (0-9s) problems in four minutes and as measured by teacher records and observations CCSS.Math.Content.3.OA.C.7
    • Given access to manipulatives, _____________ will multiply and divide within 100, using strategies such as the relationship between multiplication and division as demonstrated by solving 44 mixed multiplication and division fact (0-9s) problems in ten minutes or less and as measured by teacher records and observations CCSS.Math.Content.3.OA.C.7
  • Remove or increase the time 
    •  _____________ will fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division as demonstrated by solving 44 mixed multiplication and division fact (0-9s) problems in ten minutes and as measured by teacher records and observations CCSS.Math.Content.3.OA.C.7
    •  _____________ will fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division as demonstrated by solving 44 mixed multiplication and division fact (0-9s) problems on an untimed test and as measured by teacher records and observations CCSS.Math.Content.3.OA.C.7
  • Adjust the accuracy or number of trials
    • Change how many problems the student needs to complete:  _____________ will fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division as demonstrated by solving 30 mixed multiplication and division fact (0-9s) problems in four minutes and as measured by teacher records and observations CCSS.Math.Content.3.OA.C.7
    • Change to a percentage right: _____________ will fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division as demonstrated by solving 44 mixed multiplication and division fact (0-9s) problems with 90% accuracy and as measured by teacher records and observations CCSS.Math.Content.3.OA.C.7
  • Change the difficulty
    • Harder (multiplication and division, no supports):  _____________ will fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division as demonstrated by solving 44 mixed multiplication and division fact (0-9s) problems in four minutes and as measured by teacher records and observations CCSS.Math.Content.3.OA.C.7
    • Easier (multiplication only, given supports): Given access to a multiplication chart, _____________ will fluently multiply within 100, as demonstrated by solving 44 multiplication (0-9s) problems with 80% accuracy, as measured by teacher records and observations CCSS.Math.Content.3.OA.C.7

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers CCSS.Math.Content.4.NBT.B.5

  • Find a mixed sheet of multiplication problems that starts with multiplication facts and builds to two-digit by one-digit and two-digit by two-digit. Get accuracy at each level. Monitor the student for strategies– how are they solving the problems? Check which supports they might need– do they need a multiplication chart? Paper turned sideways? What makes it easier for them?

Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page. for more baseline and assessment ideas.

Student 1: Tien has a strong understanding of multiplication, using blocks or multiplication charts to solve multiplication fact problems with 90% accuracy. He is not yet solving multiplication problems using algorithms.

Student 2: Anatolia can solve multiplication fact problems, untimed, with 80% accuracy and two-digit by one-digit problems with 70% accuracy. 

  • Given 5 problems and a multiplication chart, ____________ will multiply whole numbers of up to four digits by a one-digit whole number with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.5

If you think a student doesn’t need the multiplication chart, take it out. However, the Common Core tests let upper grade students use charts on their state tests so I recommend teaching them how to use the charts! In general, there are multiple ways to modify an IEP goal:

  • Add supports for the student
    • Given 5 problems and a multiplication chart, ____________ will multiply whole numbers of up to four digits by a one-digit whole number with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.5
    • Given 5 problems and columned or graph paper, ____________ will multiply whole numbers of up to four digits by a one-digit whole number with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.5
  • Adjust the accuracy or number of trials
    • Change how many problems the student needs to complete: Given 10 problems and a multiplication chart, ____________ will multiply whole numbers of up to four digits by a one-digit whole number with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.5
    • Change to the percentage right: Given 5 problems and a multiplication chart, ____________ will multiply whole numbers of up to four digits by a one-digit whole number with 90% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.5
  • Change the difficulty
    • Harder: Given 5 problems, ____________ will multiply whole numbers of up to four digits by a one-digit whole number with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.5
    • Harder 2: Given 5 problems, ____________ will multiply two-digit by two-digit whole numbers with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.5
    • Easier: Given a multiplication chart and 5 problems, ____________ will multiply whole numbers of up to four digits by a one-digit whole number with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.5

 Fluently multiply multi-digit whole numbers using the standard algorithm CCSS.Math.Content.5.NBT.B.5

  • Find a mixed sheet of multiplication problems that starts with multiplication facts and builds to two-digit by one-digit and two-digit by two-digit. Get accuracy at each level. Monitor the student for strategies– how are they solving the problems? Check which supports they might need– do they need a multiplication chart? Paper turned sideways? What makes it easier for them?

Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page. for more baseline and assessment ideas.

Student 1: Tien has a strong understanding of multiplication, using blocks or multiplication charts to solve multiplication fact problems with 90% accuracy. He is not yet solving multiplication problems using algorithms.

Student 2: Anatolia can solve multiplication fact problems, untimed, with 80% accuracy and two-digit by one-digit problems with 70% accuracy. 

  • Given 5 multi-digit multiplication problems, ________ will multiply multi-digit whole numbers using the standard algorithm with 80% accuracy as measured by teacher records and observations.

Note that many states allow students with IEPs to use a multiplication chart on upper elementary tests– meaning that you can provide students with the accommodations they need! There are multiple ways to modify an IEP goal:

  • Add supports for the student
    • Given 5 multi-digit multiplication problems and a multiplication chart, ________ will multiply multi-digit whole numbers using the standard algorithm with 80% accuracy as measured by teacher records and observations.
    • Given 5 multi-digit multiplication problems and columned or graph paper, ________ will multiply multi-digit whole numbers using the standard algorithm with 80% accuracy as measured by teacher records and observations.
  • Adjust the accuracy or number of trials
    • Change how many problems the student needs to complete: Given 10 multi-digit multiplication problems, ________ will multiply multi-digit whole numbers using the standard algorithm with 80% accuracy as measured by teacher records and observations.
    • Change to the percentage right: Given 5 multi-digit multiplication problems, ________ will multiply multi-digit whole numbers using the standard algorithm with 90% accuracy as measured by teacher records and observations.
    • Change the number of digits to multiply: Given 5 two- or three-digit by one-digit multiplication problems, ________ will multiply whole numbers using the standard algorithm with 80% accuracy as measured by teacher records and observations.
  • Change the difficulty
    • Harder: Given 5 multi-digit multiplication problems, ________ will multiply multi-digit whole numbers using the standard algorithm with 90% accuracy as measured by teacher records and observations.
    • Easier: Given 5 multi-digit by one-digit multiplication problems and a multiplication chart, ________ will multiply multi-digit whole numbers using the standard algorithm with 80% accuracy as measured by teacher records and observations.

IEP Goals for Long Division

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors CCSS.Math.Content.4.NBT.B.6

  • First verify that the student has a strong grasp of multiplication. If they don’t, you might want to focus your goal on multiplication.
  • For students who do have a strong grasp of multiplication, find a mixed division sheet with problems ranging from division facts to one-digit divisors with no remainders to one-digit divisors with remainders. Note what supports a student needs and what strategies they use.

Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page. for more baseline and assessment ideas.

Lucas can solve division fact problems using a multiplication chart and solve division problems with no remainder if the divisor is one.

  • Given a multiplication chart and five problems, ___________ will find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.6

Note that many states allow students with IEPs to use a multiplication chart on upper elementary tests– meaning that you can provide students with the accommodations they need! There are multiple ways to modify an IEP goal:

  • Add supports for the student
    • Given a multiplication chart and five problems, ___________ will find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.6
    • Given columned or graph paper and five problems, ___________ will find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.6
  • Adjust the accuracy or number of trials
    • Change how many problems the student needs to complete: Given a multiplication chart and ten problems, ___________ will find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.6
    • Change to the percentage right: Given a multiplication chart and five problems, ___________ will find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors with 90% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.6
  • Change the difficulty
    • Harder (with remainders): Given  five problems, ___________ will find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.6
    • Easier (no remainders): Given a multiplication chart and five problems, ___________ will find whole-number quotients  with up to four-digit dividends and one-digit divisors with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.4.NBT.B.6

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors CCSS.Math.Content.5.NBT.B.6

  • First verify that the student has a strong grasp of multiplication. If they don’t, you might want to focus your goal on multiplication.
  • For students who do have a strong grasp of multiplication, find a mixed division sheet with problems ranging from division facts to one-digit divisors with no remainders to one-digit divisors with remainders. Note what supports a student needs and what strategies they use.

Check out the 2nd-5th Grade Mathematics Present Levels and Assessments Resource page. for more baseline and assessment ideas.

Lucas can solve division fact problems using a multiplication chart and solve division problems with no remainder if the divisor is one.

  • Given 5 problems and a multiplication chart, _________ will find whole-number quotients of whole numbers with up to four-digit dividends and one-digit divisors with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NBT.B

Note that the goal is already modified! Two-digit divisors is overkill for most students with IEPs and so the goal was modified to one-digit. If you want two-digit divisors, check out the harder modification below.

  • Add supports for the student
    • Given 5 problems and a multiplication chart, _________ will find whole-number quotients of whole numbers with up to four-digit dividends and one-digit divisors with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NBT.B
    • Given 5 problems and columned or graph paper, _________ will find whole-number quotients of whole numbers with up to four-digit dividends and one-digit divisors with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NBT.B
  • Adjust the accuracy or number of trials
    • Change to the percentage right: Given 5 problems and a multiplication chart, _________ will find whole-number quotients of whole numbers with up to four-digit dividends and one-digit divisors with 90% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NBT.B
  • Change the difficulty
    • Harder: Given 5 problems and a multiplication chart, _________ will find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NBT.B
    • Easier (no remainders): Given 5 problems and a multiplication chart, _________ will find whole-number quotients of whole numbers with no remainders with up to four-digit dividends and one-digit divisors with 80% accuracy as measured by teacher records and observations CCSS.Math.Content.5.NBT.B