Decision Rule: 3 consecutive probes ≥ 80% = Goal Mastered • 4 consecutive probes below aimline = Modify Intervention
Document 1 of 2 • Fraction Progress Tracker
Diagnostic Protocol Teacher Reference
Progress Monitoring Page 2
MTSS / RTI Tier 2 & 3
Skill 1: Like Denominators (+) Items 1 & 2
Student retains identical denominator and sums numerators accurately. Identifies simplified form.
Mastery: [ ] Both Correct [ ] Needs Review
Skill 2: Like Denominators (−) Items 3 & 4
Student retains identical denominator and subtracts numerators correctly without subtracting denominators.
Mastery: [ ] Both Correct [ ] Needs Review
Skill 3: Unlike Denominators (+) Items 5, 6, 7
Finds Least Common Multiple/Denominator, creates equivalent fractions, and adds resulting numerators.
Mastery: [ ] 3/3 [ ] 2/3 [ ] < 2/3 (Intervene)
Skill 4: Unlike Denominators (−) Items 8, 9, 10
Converts to common denominator accurately and subtracts subtrahend numerator from minuend numerator.
Mastery: [ ] 3/3 [ ] 2/3 [ ] < 2/3 (Intervene)
| Observed Error Pattern | Sample Misconception | Targeted Instructional Intervention | Tally |
|---|---|---|---|
| Adds/Subtracts Denominators | \(\frac{2}{7}+\frac{3}{7}=\frac{5}{14}\) | Use fraction tiles/bars. Emphasize that denominator is the "unit name" (e.g. 2 sevenths + 3 sevenths = 5 sevenths). | |
| Direct Operation Across Unlike Denoms | \(\frac{1}{4}+\frac{3}{8}=\frac{4}{12}\) | Visual area models. Teach "stop & compare denominators" check routine before computing. | |
| Incomplete Equivalence Conversion | Changes \(4\to 8\) but numerator remains \(1\) | Reinforce "multiply by giant one" (\(\frac{2}{2}=1\)). What happens to bottom must happen to top. | |
| Operation Sign Inversion | Adds instead of subtracting | Color-code operational symbols (+ in blue, − in orange) during work check. | |
| Unsimplified Result Only | Leaves \(\frac{4}{6}\) without reducing to \(\frac{2}{3}\) | Provide divisibility rules mini-anchor card. Prompt: "Are both numbers even? Can they divide by 3?" |
▶ 3 Probes ≥ 8/10 (80%): Goal accomplished. Advance to mixed numbers or fractions × whole numbers.
▶ 4 Consecutive Probes < 80%: Convene team. Adjust tier 2 small-group pacing, incorporate concrete manipulatives.
Target review interval: every 2 to 3 weeks
Special Educator Signature: _______________________ Date: ________
Fraction Progress Monitoring Protocol • Diagnostic Analysis Guide Standard: 80% Mastery Criterion (8/10 Correct)
| Work / Intermediate |
|---|
| 1 | \(\frac{1}{5}+\frac{2}{5}\) | \(\mathbf{\frac{3}{5}}\) | Like denom: \(1+2=3\) |
| 2 | \(\frac{5}{12}+\frac{4}{12}\) | \(\mathbf{\frac{3}{4}}\) (\(\frac{9}{12}\)) | \(\frac{9}{12}\) reduces to \(\frac{3}{4}\) |
| 3 | \(\frac{6}{7}-\frac{2}{7}\) | \(\mathbf{\frac{4}{7}}\) | Like denom: \(6-2=4\) |
| 4 | \(\frac{7}{8}-\frac{4}{8}\) | \(\mathbf{\frac{3}{8}}\) | Like denom: \(7-4=3\) |
| 5 | \(\frac{3}{8}+\frac{1}{4}\) | \(\mathbf{\frac{5}{8}}\) | \(\frac{3}{8}+\frac{2}{8}=\frac{5}{8}\) |
| 6 | \(\frac{1}{3}+\frac{2}{5}\) | \(\mathbf{\frac{11}{15}}\) | \(\frac{5}{15}+\frac{6}{15}=\frac{11}{15}\) |
| 7 | \(\frac{2}{3}+\frac{1}{4}\) | \(\mathbf{\frac{11}{12}}\) | \(\frac{8}{12}+\frac{3}{12}=\frac{11}{12}\) |
| 8 | \(\frac{7}{9}-\frac{1}{3}\) | \(\mathbf{\frac{4}{9}}\) | \(\frac{7}{9}-\frac{3}{9}=\frac{4}{9}\) |
| 9 | \(\frac{3}{4}-\frac{3}{8}\) | \(\mathbf{\frac{3}{8}}\) | \(\frac{6}{8}-\frac{3}{8}=\frac{3}{8}\) |
| 10 | \(\frac{5}{6}-\frac{3}{4}\) | \(\mathbf{\frac{1}{12}}\) | \(\frac{10}{12}-\frac{9}{12}=\frac{1}{12}\) |
Scoring Protocol: 1 point per problem (Binary 1/0). Accept equivalent unreduced fractions unless simplification is IEP sub-objective. Page 1 of 2
Educator Scoring Guide Form C & Administration Rubric
Assessment Target 80% Accuracy Goal
Probe Form C Key Form ID: FRC-03
| # | Problem | Correct Answer | Intermediate Equivalent | Skill Domain |
|---|---|---|---|---|
| 1 | \(\frac{2}{9}+\frac{5}{9}\) | \(\mathbf{\frac{7}{9}}\) | Like Denominators: \(2+5=7\) | Like Denominators (+) |
| 2 | \(\frac{3}{8}+\frac{2}{8}\) | \(\mathbf{\frac{5}{8}}\) | Like Denominators: \(3+2=5\) | Like Denominators (+) |
| 3 | \(\frac{9}{11}-\frac{4}{11}\) | \(\mathbf{\frac{5}{11}}\) | Like Denominators: \(9-4=5\) | Like Denominators (−) |
| 4 | \(\frac{5}{6}-\frac{4}{6}\) | \(\mathbf{\frac{1}{6}}\) | Like Denominators: \(5-4=1\) | Like Denominators (−) |
| 5 | \(\frac{2}{6}+\frac{3}{12}\) | \(\mathbf{\frac{7}{12}}\) | \(\frac{4}{12}+\frac{3}{12}=\frac{7}{12}\) | Unlike Denominators (+) |
| 6 | \(\frac{1}{4}+\frac{3}{5}\) | \(\mathbf{\frac{17}{20}}\) | \(\frac{5}{20}+\frac{12}{20}=\frac{17}{20}\) | Unlike Denominators (+) |
| 7 | \(\frac{5}{8}+\frac{1}{6}\) | \(\mathbf{\frac{19}{24}}\) | \(\frac{15}{24}+\frac{4}{24}=\frac{19}{24}\) | Unlike Denominators (+) |
| 8 | \(\frac{4}{5}-\frac{3}{10}\) | \(\mathbf{\frac{1}{2}}\) (\(\frac{5}{10}\)) | \(\frac{8}{10}-\frac{3}{10}=\frac{5}{10}=\frac{1}{2}\) | Unlike Denominators (−) |
| 9 | \(\frac{5}{8}-\frac{1}{2}\) | \(\mathbf{\frac{1}{8}}\) | \(\frac{5}{8}-\frac{4}{8}=\frac{1}{8}\) | Unlike Denominators (−) |
| 10 | \(\frac{2}{3}-\frac{2}{5}\) | \(\mathbf{\frac{4}{15}}\) | \(\frac{10}{15}-\frac{6}{15}=\frac{4}{15}\) | Unlike Denominators (−) |
Administration Protocol
Scoring & Mastery Criteria
Fraction Progress Monitoring Toolkit • Standardized Scoring Guide Page 2 of 2
