top of page  # Fluently Multiply And Divide Within 100 3.OA.C.7 | IEP Goal

One way to help students fluently multiply and divide within 100 is to design scaffolded IEP goals that promote their learning in specific concepts related to this skill. For example, a student might start by working on fluently multiplying and dividing within 10, and then gradually move up to 20, 30, 40, 50, and so on. By scaffolding the goals in this way, the student can make progress towards the ultimate goal of influencing multiplying and dividing within 100. This approach can be particularly effective for students with special education needs, as it allows them to build on their previous successes and progress towards more challenging goals. Learning Standard

3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Target IEP Goal

By (date), when given problems with multiplication and division, the student will fluently multiply and divide within 100, improving operations and algebraic thinking skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.  IEP Goal Objectives

1

###### Complete multiplication tables for 2, 3, 4, 5, and 10

By (date), when given problems with multiplication fluency, the student will complete multiplication tables for 2, 3, 4, 5, and 10, improving operations and algebraic thinking skills from 0/10 problems out of ten consecutive trials to 8/10 problems in ten consecutive trials.

2

###### Complete multiplication tables for 6, 7, 8, and 9

By (date), when given problems with multiplication fluency, the student will complete multiplication tables for 6, 7, 8, and 9, improving operations and algebraic thinking skills from 0/10 problems out of ten consecutive trials to 8/10 problems in ten consecutive trials.

3

###### Division fluency: Division facts for 2, 3, 4, 5, and 10

By (date), when given problems with division fluency, the student will know division facts for 2, 3, 4, 5, and 10, improving operations and algebraic thinking skills from 0/10 problems out of ten consecutive trials to 8/10 problems in ten consecutive trials.

4

###### Division facts for 6, 7, 8, and 9

By (date), when given problems with division fluency, the student will division facts for 6, 7, 8, and 9, improving operations and algebraic thinking skills from 0/10 problems out of ten consecutive trials to 8/10 problems in ten consecutive trials.

###### Teaching Resources #### Multiplying and Dividing Within 100

What is a Math IEP Objective Workbook?

• 40 daily fluency assignments
• 8 student self-monitoring progress sheets with weekly goal setting
• 2 baseline assessments
• 8 formative assessments
• 1 present level of performance self-graphing data tracking sheet (Perfect for
progress reporting and IEP meeting)