Answer:
9 \(\frac{1}{4} + \frac{2}{7} =\) Unlike denom.
Answer:
10 \(\frac{5}{6} - \frac{3}{5} =\) Unlike denom.
Answer:
IEP Progress Monitoring • Form B Criterion: 80% (8/10 correct)
IEP Goal Master Record
Student:
IEP Period: 2026 – 2027
Annual IEP Goal Statement:
“By the end of the IEP period, when given grade-level math problems involving adding and subtracting fractions (including like and unlike denominators), student will correctly solve problems with 80% accuracy.”
Visual Accuracy Trend (% Correct over Probes) Target Benchmark: 80% (8/10)
100%
80% Goal Line (80%)
60%
40%
20%
0%
P1
P2
P3
P4
P5
P6
P7
P8
Plot student percentage score after each probe administration and connect points to reveal progress trajectory.
| Probe | Date | Form | Raw | Accuracy | ≥ 80% Goal? | Notes / Accommodations |
|---|---|---|---|---|---|---|
| #1 | Form A | ___ / 10 | _____% | [ ] Y [ ] N | ||
| #2 | Form B | ___ / 10 | _____% | [ ] Y [ ] N | ||
| #3 | Form A | ___ / 10 | _____% | [ ] Y [ ] N | ||
| #4 | Form B | ___ / 10 | _____% | [ ] Y [ ] N | ||
| #5 | Form A | ___ / 10 | _____% | [ ] Y [ ] N | ||
| #6 | Form B | ___ / 10 | _____% | [ ] Y [ ] N |
Diagnostic Error Pattern Checklist (For Case Manager / Specialist):
Denom. Addition: Added/subtracted denominators directly (e.g., 1/3 + 1/3 = 2/6) Operation Confusion: Added when problem called for subtraction LCD Calculation: Selected incorrect common denominator Numerator Renaming: Forgot to multiply numerator when renaming fraction Simplification: Correct unreduced answer; missed reducing to simplest form Basic Fact Error: Arithmetic error in single-digit addition/subtraction
IEP Documentation • Fraction Progress Tracking Master Maintain in IEP Compliance Folder
| \(\frac{11}{24}\) |
| Note: using \(8 \times 6 = 48\) gives \(\frac{22}{48} = \frac{11}{24}\). |
| 10 | \(\frac{3}{4} + \frac{1}{6}\) | LCD = 12. \(\frac{3 \times 3}{4 \times 3} + \frac{1 \times 2}{6 \times 2} = \frac{9}{12} + \frac{2}{12}\) | \(\frac{11}{12}\) | Check for LCD of 12 rather than 24. |
1. Concrete / Visual Bars Provide fraction strips or pie tiles. Have student compare unlike bars directly to visualize why denominators must be equal before adding pieces.
2. "T-Chart" Multiples Teach the student to draw a T-chart listing the first 5 multiples of each denominator until the first match (LCD) is circled.
3. Color-Coded Renaming Use highlighters to match the multiplier on top and bottom (e.g. \(\frac{1 \times {\color{blue}2}}{3 \times {\color{blue}2}}\)) to reinforce identity property of 1.
Teacher Guide • Practice Worksheet Key Target: 80% Criterion
Probe Quick Key & IEP Progress Reporting
Forms A & B Quick-Check
8 / 10 = 80% Mastery Criterion
Probe Form A Key 10 Items
| # | Problem | LCD | Answer |
|---|---|---|---|
| 1 | \(\frac{3}{8} + \frac{2}{8}\) | 8 | \(\frac{5}{8}\) |
| 2 | \(\frac{5}{7} - \frac{2}{7}\) | 7 | \(\frac{3}{7}\) |
| 3 | \(\frac{1}{3} + \frac{2}{9}\) | 9 | \(\frac{5}{9}\) |
| 4 | \(\frac{7}{10} - \frac{2}{5}\) | 10 | \(\frac{3}{10}\) |
| 5 | \(\frac{1}{2} + \frac{3}{8}\) | 8 | \(\frac{7}{8}\) |
| 6 | \(\frac{5}{6} - \frac{1}{2}\) | 6 | \(\frac{1}{3}\) (\(\frac{2}{6}\)) |
| 7 | \(\frac{2}{5} + \frac{1}{4}\) | 20 | \(\frac{13}{20}\) |
| 8 | \(\frac{2}{3} - \frac{1}{4}\) | 12 | \(\frac{5}{12}\) |
| 9 | \(\frac{3}{5} + \frac{1}{6}\) | 30 | \(\frac{23}{30}\) |
| 10 | \(\frac{7}{8} - \frac{1}{3}\) | 24 | \(\frac{13}{24}\) |
Probe Form B Key 10 Items
| # | Problem | LCD | Answer |
|---|---|---|---|
| 1 | \(\frac{1}{6} + \frac{4}{6}\) | 6 | \(\frac{5}{6}\) |
| 2 | \(\frac{8}{11} - \frac{3}{11}\) | 11 | \(\frac{5}{11}\) |
| 3 | \(\frac{1}{5} + \frac{3}{10}\) | 10 | \(\frac{1}{2}\) (\(\frac{5}{10}\)) |
| 4 | \(\frac{5}{8} - \frac{1}{4}\) | 8 | \(\frac{3}{8}\) |
| 5 | \(\frac{2}{3} + \frac{2}{9}\) | 9 | \(\frac{8}{9}\) |
| 6 | \(\frac{7}{12} - \frac{1}{3}\) | 12 | \(\frac{1}{4}\) (\(\frac{3}{12}\)) |
| 7 | \(\frac{1}{3} + \frac{2}{5}\) | 15 | \(\frac{11}{15}\) |
| 8 | \(\frac{3}{4} - \frac{1}{3}\) | 12 | \(\frac{5}{12}\) |
| 9 | \(\frac{1}{4} + \frac{2}{7}\) | 28 | \(\frac{15}{28}\) |
| 10 | \(\frac{5}{6} - \frac{3}{5}\) | 30 | \(\frac{7}{30}\) |
Mastery (≥ 80%) Student scores 8, 9, or 10 correct out of 10. Goal criterion met if sustained across 3 consecutive trials.
Progressing (60% - 70%) Student scores 6 or 7 correct. Indicates mastery of like denominators and single-renaming; reinforce finding LCD.
Intensive Support (< 60%) Student scores ≤ 5 correct. Review fraction equality, visual models, and basic multiplication facts for multiples.
Meeting Criterion: “During this reporting period, [Student] solved 10-item fraction probes involving like and unlike denominators with an average accuracy of [XX]%, meeting the IEP target criterion of 80% across [3] consecutive trials.”
Making Satisfactory Progress: “When presented with fraction addition and subtraction problems, [Student] increased accuracy from [XX]% to [XX]%. [Student] consistently succeeds with like denominators and is currently practicing finding common multiples for unlike denominators.”
Teacher Guide • Progress Monitoring Key & Reporting Annual IEP Goal Compliance
All Variations • Master Keys
3 Alternate Formats
8 / 10 = 80% Mastery Criterion
Set B Practice Key
| # | LCD | Answer |
|---|---|---|
| 1 | 10 | \(\frac{7}{10}\) |
| 2 | 12 | \(\frac{5}{12}\) |
| 3 | 6 | \(\frac{5}{6}\) |
| 4 | 8 | \(\frac{3}{8}\) |
| 5 | 10 | \(\frac{7}{10}\) |
| 6 | 12 | \(\frac{7}{12}\) |
| 7 | 10 | \(\frac{3}{10}\) |
| 8 | 14 | \(\frac{13}{14}\) |
| 9 | 30 | \(\frac{13}{30}\) |
| 10 | 12 | \(\frac{2}{3}\) (\(\frac{8}{12}\)) |
Visual Models Key
| # | Model | Answer |
|---|---|---|
| 1 | Strip | \(\frac{5}{6}\) |
| 2 | Strip | \(\frac{3}{8}\) |
| 3 | Strip | \(\frac{3}{4}\) |
| 4 | Strip | \(\frac{1}{2}\) (\(\frac{3}{6}\)) |
| 5 | Strip | \(\frac{7}{10}\) |
| 6 | Grid | \(\frac{5}{6}\) |
| 7 | Grid | \(\frac{1}{10}\) |
| 8 | Grid | \(\frac{11}{12}\) |
| 9 | Strip | \(\frac{7}{8}\) |
| 10 | Strip | \(\frac{1}{3}\) (\(\frac{2}{6}\)) |
Fraction Stories Key
| # | Op | Answer & Units |
|---|---|---|
| 1 | + | \(\frac{5}{7}\) cup |
| 2 | − | \(\frac{2}{5}\) mi (\(\frac{4}{10}\)) |
| 3 | − | \(\frac{3}{8}\) yd |
| 4 | + | \(\frac{1}{2}\) gal (\(\frac{3}{6}\)) |
| 5 | + | \(\frac{7}{10}\) roll |
| 6 | + | \(\frac{5}{6}\) bed |
| 7 | − | \(\frac{7}{20}\) bottle |
| 8 | + | \(\frac{13}{15}\) fence |
| 9 | − | \(\frac{11}{24}\) yd |
| 10 | + | \(\frac{11}{12}\) cup |
Stage 1: Concrete/Visual Begin with Fraction Models Practice. Establishes meaning of common denominator before abstract algorithms.
Stage 2: Guided Practice Use Practice Worksheet Set A and Set B. Scaffolded cue boxes build independent procedural fluency.
Stage 3: Application Use Fraction Stories Practice to assess operation selection and contextual word problem solving.
Stage 4: Monitoring Administer Probe Form A & B weekly/bi-weekly. Graph results toward the 80% criterion target.
Teacher Guide • Complete Variations Key & Instructional Route Target: 80% Criterion
LCD: 14 • Show your work:
Rewrite both with denominator of 14
Answer
9
\(\frac{5}{6} - \frac{2}{5} =\)
LCD: 30 • Show your work:
Multiples of 6 and 5 • LCD = 30
Answer
10
\(\frac{5}{12} + \frac{1}{4} =\)
LCD: 12 • Show work & reduce:
Rename fourths → Add → Simplify answer
Answer
My Score: _____ / 10 Accuracy: _____%
Goal Status (80% Criterion):
Mastered (≥ 8/10) In Progress (< 8/10)
Self-Assessment Checklist:
Checked bottoms Multiplied both Simplified
Page 2 of 2 • Fraction Practice Set B (Variation 1) Target: 80% Accuracy
\(\frac{1}{2} = \frac{3}{6}\) (top row)
\(\frac{1}{3} = \frac{2}{6}\) (bottom)
Answer
7 \(\frac{3}{5} - \frac{1}{2} =\)
Grid has 10 squares (5 × 2)
\(\frac{3}{5} = \frac{6}{10}\)
Subtract \(\frac{1}{2} = \frac{5}{10}\)
Answer
8 \(\frac{1}{4} + \frac{2}{3} =\)
Grid has 12 squares (4 × 3)
\(\frac{1}{4} = \frac{3}{12}\)
\(\frac{2}{3} = \frac{8}{12}\)
Answer
9 \(\frac{5}{8} + \frac{1}{4} =\)
Match fourths to eighths
1/8
1/8
1/8
1/8
1/8
1/8
1/8
\(\frac{5}{8} + \frac{2}{8}\)
Answer
10 \(\frac{2}{3} - \frac{2}{6} =\)
Show & simplify result
1/6
1/6
1/6
1/6
\(\frac{4}{6} - \frac{2}{6} = \frac{2}{6}\) → reduce!
Answer
My Score: _____ / 10 Accuracy: _____%
Goal Status (80% Criterion):
Mastered (≥ 8/10) In Progress (< 8/10)
Visual Accommodation Reflection:
Strips helped me Saw LCD clearly
Page 2 of 2 • Visual Fraction Models Worksheet (Variation 2) Target: 80% Accuracy
\(\frac{3}{6} + \frac{2}{6} =\)
Answer
of the bed
7 Hydration Check
Jordan started his hike with his bottle \(\frac{3}{4}\) full. At the peak, only \(\frac{2}{5}\) was left. How much water did he drink?
LCD: 20 • Rename:
\(\frac{15}{20} - \frac{8}{20} =\)
Answer
bottle
8 Fence Painting
Carlos painted \(\frac{2}{3}\) of a fence on Saturday and \(\frac{1}{5}\) of it on Sunday. What fraction of the fence did he paint in all?
LCD: 15 • Rename:
\(\frac{10}{15} + \frac{3}{15} =\)
Answer
of the fence
9 Sewing Fabric
Elena had \(\frac{5}{8}\) yard of ribbon. She cut off \(\frac{1}{6}\) yard for a birthday package. How much ribbon does she have remaining?
LCD: 24 • Rename:
\(\frac{15}{24} - \frac{4}{24} =\)
Answer
yard of ribbon
10 Trail Snack Mix
Deon mixed \(\frac{3}{4}\) cup of dried fruit and \(\frac{1}{6}\) cup of pumpkin seeds. What was the total cups of snack mix?
LCD: 12 • Rename:
\(\frac{9}{12} + \frac{2}{12} =\)
Answer
cups of mix
My Score: _____ / 10 Accuracy: _____%
Goal Status (80% Criterion):
Mastered (≥ 8/10) In Progress (< 8/10)
Word Problem Checklist:
Chose right op (+/-) Included unit label
Page 2 of 2 • Fraction Word Problems Worksheet (Variation 3) Target: 80% Accuracy
