Double Step Problem Probe
Math RTI / MTSS Progress Monitoring • Probe A
Two-Step Problem Solver
Read each story problem carefully. Show your thinking for both steps.
Total Score
_____ / 8 pts
2 pts per problem
Name:
Date:
Teacher:
1 Apple Harvest
Step 1: __ / 1 • Step 2: __ / 1
Maya picked 38 red apples and 27 green apples at the orchard. She used 19 apples to bake fresh pies. How many apples does Maya have left?
Step 1: Find total apples picked
Step 2: Subtract apples used
Final Answer:
Maya has
apples left.
2 Trading Cards
Step 1: __ / 1 • Step 2: __ / 1
Leo had 74 baseball cards in his binder. He gave 28 cards to his little brother. Then his friend gave him 15 new cards. How many cards does Leo have now?
Step 1: Subtract cards given away
Step 2: Add new cards received
Final Answer:
Leo now has
cards.
Two-Step Word Problems (Probe A) Page 1 of 2 • Continue on back
Page 2 Student Name: ___________________________
Independent Solving
3 Cafeteria Muffins
Step 1: __ / 1 • Step 2: __ / 1
The school cafeteria baked 85 fresh muffins. The first graders ate 32 muffins, and the second graders ate 29 muffins. How many muffins were left over?
Step 1: Find muffins eaten
Step 2: Find muffins left over
Final Answer:
There were
muffins left over.
4 Reading Challenge
Step 1: __ / 1 • Step 2: __ / 1
Elijah read 24 pages on Monday. On Tuesday, he read 13 more pages than he read on Monday. How many total pages did Elijah read on both Monday and Tuesday?
Step 1: Find pages read on Tuesday
Step 2: Add Monday and Tuesday
Final Answer:
Elijah read
total pages.
Detective Self-Check
I read each problem twice
I wrote an equation for both steps
I labeled my final answers
Two-Step Word Problems (Probe A) Page 2 of 2 • Assessment Complete
Step Tracker Data Sheet
Teacher Protocol RTI / MTSS Progress Monitoring
Two-Step Problem Diagnostic Sheet
Scoring Guide, Strategy Tracker & Diagnostic Error Analysis for Probe A
Target Standard: 2.OA.A.1 / 3.OA.D.8
2-Step Addition & Subtraction within 100
Student:
Date:
Evaluator:
Probe #:
Tier: T2 T3 IEP
Goal: ≥ 7/8 on 3 consecutive probes
Probe A Answer Key & Solution Pathways
Scoring: 1 pt for Step 1 setup/answer + 1 pt for Step 2 setup/answer
#1: Apple Harvest (Add → Subtract) Total: 46 apples
Step 1: 38 + 27 = 65 apples picked in all
Step 2: 65 - 19 = 46 apples left over
#2: Trading Cards (Subtract → Add) Total: 61 cards
Step 1: 74 - 28 = 46 cards remaining
Step 2: 46 + 15 = 61 cards in total now
#3: Muffins (Combine Subtractions) Total: 24 muffins
Way A: 32 + 29 = 61 eaten; 85 - 61 = 24 left
Way B: 85 - 32 = 53; 53 - 29 = 24 left
#4: Reading (Compare → Add) Total: 61 pages
Step 1: 24 + 13 = 37 pages read on Tuesday
Step 2: 24 + 37 = 61 pages read in total
Session Scoring & Strategy Observation
| # |
Step 1 Operation & Acc |
Step 2 Operation & Acc |
Score |
Strategy Observed |
Error Code |
| 1 |
|
|
|
|
|
| Op: + |
C I |
|
|
|
|
|
Op: - | C I
| ___ / 2 | Tape Diagram / Base 10 / Algorithm / Number Line | |
| 2 |
Op: - | C I
|
Op: + | C I
| ___ / 2 | Tape Diagram / Base 10 / Algorithm / Number Line | |
| 3 |
Op: + or - | C I
|
Op: - | C I
| ___ / 2 | Tape Diagram / Base 10 / Algorithm / Number Line | |
| 4 |
Op: + | C I
|
Op: + | C I
| ___ / 2 | Tape Diagram / Base 10 / Algorithm / Number Line | |
| Session Accuracy Summary: | ___ / 8 | Percent: ____ % • Step 1 Acc: ___/4 • Step 2 Acc: ___/4 |
Error Pattern Taxonomy (Record Code in Table Above)
E1
One-Step Dropout:
Completed Step 1 correctly, but stopped without answering the main question.
E2
Operation Inversion:
Chose wrong operation in Step 1 or Step 2 (e.g. subtracted instead of added).
E3
Comparative Confusion:
In #4, treated "13 more" as Tuesday's total rather than adding 13 to Monday.
E4
Regrouping / Fact Error:
Schema and setup correct, but calculation error during regrouping.
E5
Number Grabber:
Added or subtracted arbitrary pairs of numbers without story context.
E6
Unlabeled Quantity:
Correct numerical response but omitted context/unit label.
Two-Step Word Problem Progress Monitoring • Teacher Protocol Page 1 of 2 • Longitudinal Tracking on Back
RTI Data Log Student: ____________________________
Individual Progress Monitoring Log
Weekly / Bi-Weekly Probe Administration Log
| Probe |
Date |
Form |
Step 1 (/4) |
Step 2 (/4) |
Total (/8) |
% Acc |
Dominant Error |
Intervention Notes / Changes |
| Base |
|
A |
|
|
|
|
|
Baseline data collection |
| P-1 |
|
B |
|
|
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|
| P-2 |
|
C |
|
|
|
|
|
|
| P-3 |
|
D |
|
|
|
|
|
|
| P-4 |
|
A |
|
|
|
|
|
|
| P-5 |
|
B |
|
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| P-6 |
|
C |
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|
Visual Aimline Progress Chart
Student Score Aimline / Goal (7/8)
8 (100%)
7 (88%)
6 (75%)
5 (63%)
4 (50%)
3 (38%)
2 (25%)
1 (13%)
0 (0%)
Base
P1
P2
P3
P4
P5
P6
MTSS Decision Protocol
- ✔ Mastery / Fade: 3 consecutive scores ≥ 7/8 (88%) → Goal met. Fade scaffolds or move to 3-digit / multiplication problems.
- ▲ Making Progress: Trend line on or approaching aimline → Maintain current intervention intensity (3x/wk).
- ✖ Intervention Change: 4 consecutive points below aimline → Change instructional strategy (e.g., introduce tape diagram schema).
Targeted Scaffolds by Error Type
If One-Step Dropout (E1):
Use 2-color highlighters: yellow for Question 1, blue for Final Question.
If Operation Inversion (E2):
Teach Schema Bar Models (Change, Combine, Compare) with concrete counters.
If Comparative Confusion (E3):
Provide sentence strips: "[Person A] has ___. [Person B] has ___ more than [A]."
Two-Step Word Problem Progress Monitoring • Teacher Protocol Page 2 of 2 • MTSS Decision System
