Interpret Products Of Whole Numbers As The Total Number Of Objects 3.OA.A.1 | IEP Goal
When students are learning to interpret products of whole numbers, it is important to set an IEP goal and use differentiated materials that are designed to promote grade level mastery. One method for teaching this is to provide opportunities for students to practice identifying the total number of objects in a given scenario. For example, if there are ten dogs and each dog has two children, the student would need to interpret the product as twenty. By providing opportunities for students to interpret products of whole numbers in a variety of contexts, they will be better prepared to apply this knowledge in real-world situations.
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
IEP Goal Objectives
Understand multiplication: Count equal groups
By (date), when given a multiplication model, the student will state the number of groups and objects per group, improving multiplication understanding skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
Understand multiplication: Write multiplication sentences (missing group)
By (date), when given a multiplication model and partial multiplication sentence (missing group), the student will complete the multiplication sentence, improving multiplication understanding skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
Understand multiplication: Identify multiplication expressions for arrays (2 multiple choice)
By (date), when given a multiplication array model (2 multiple choice options), the student will match an expression to the array, improving multiplication understanding skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
Understand multiplication: Make arrays to model multiplication
By (date), when given a blank array model, the student will shade an array to model a multiplication sentence, improving multiplication understanding skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.
3.OA.A.1 Understanding multiplication: interpreting products of whole numbers
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)
- Teacher answer keys
Operations and Algebraic Thinking | Understanding Multiplication
This 5-in-1 Math Worksheet Intervention Pack is an invaluable tool for special education teachers, general education teachers, and parents. This resource provides five different differentiated math worksheets that are designed to help students learn the basic foundation skills of multiplication. The pack includes a variety of activities including counting equal groups, identifying multiplication expressions through multiple-choice, writing multiplication sentences for models, modeling multiplication through repeated addition, and identifying multiplication expressions for arrays. Each activity has a corresponding answer key so you can easily check your student's work or monitor progress for IEP goal progression.
Operations and Algebraic Thinking | Understand Multiplication II
This 5-in-1 Math Worksheet Intervention Pack contains five differentiated and scaffolded learning progression math worksheets for students with mild to moderate learning disabilities. The focus of these worksheets is on multiplication array models with missing multiplicand, arrays models with a missing multiplier, array grids, number lines, and the foundations of multiplication (e.g., counting in groups). Perfect for delivery by paraeducators, general education, and special education teachers requiring additional intervention materials targeting a specific skill within a learning progression.