Math Snapshot Task Plates
Part 1 • Domain 1: Number & Place Value
Math Snapshot Task Plates
Standards: 1.NBT / 2.NBT
Plate 1 of 8
Teacher Note: Present one quadrant at a time. Accept verbal, pointing, eye-gaze, or AAC responses.
PROBE A1 1:1 Counting to 10
"Count the stars. How many stars are there?"
6
8
10
PROBE A2 Ten Frame Model
"Look at the ten-frame. What number is shown?"
12
14
16
PROBE A3 Tens & Ones
"How many tens and ones are there in all?"
3 Tens
5 Ones
25
35
53
PROBE A4 Compare Quantities
"Point to the box that has MORE."
18 Box A
24 Box B
Prompt: "Is Box A greater, or Box B greater?"
Independent Math Diagnostic • Special Education Supports Plate 1 • Numbers & Place Value (Gr 1-2)
Part 1 • Domain 2: Operations & Algebraic Thinking
Math Snapshot Task Plates
Standards: 1.OA / 2.OA
Plate 2 of 8
Teacher Note: Counters may be offered if student requests tactile manipulation. Note prompt level.
PROBE B1 Addition to 10
4 + 3 = ?
6
7
8
PROBE B2 Subtraction to 10
7 - 2 = ?
✕
✕
5
6
9
PROBE B3 Facts to 20
8 + 5 = ?
"Think: 8 and 2 makes 10, plus 3..."
8
2
3
12
13
15
PROBE B4 Visual Problem
"Sam has 6 apples. Gives 2 to Ben. How many left?"
✕ ✕
4
5
8
Independent Math Diagnostic • Special Education Supports Plate 2 • Operations (Gr 1-2)
Part 1 • Domain 3: Measurement & Data
Math Snapshot Task Plates
Standards: 1.MD / 2.MD
Plate 3 of 8
Teacher Note: Real coins and Judy clock model can be placed next to cards for realia alignment.
PROBE C1 Time to Hour
"What time does this clock show?"
12 3 6 9
12:00
3:00
3:30
PROBE C2 Time to Half-Hour
"What time does this clock show?"
12 3 6 9
8:00
8:30
9:30
PROBE C3 Coin Identification
"Point to the DIME (10¢)."
1¢
5¢
10¢
25¢
Prompt: "Point to the dime."
PROBE C4 Picture Graph
"Which animal has the MOST votes?"
Cat 🐱
1
2
3
Dog 🐶
1
2
3
4
5
Fish 🐟
1
2
Cat 🐱
Dog 🐶
Fish 🐟
Independent Math Diagnostic • Special Education Supports Plate 3 • Measurement & Data (Gr 1-2)
Part 1 • Domain 4: Geometry & Equal Shares
Math Snapshot Task Plates
Standards: 1.G / 2.G
Plate 4 of 8
Teacher Note: Assess shape identification and equal partitioning into halves/fourths.
PROBE D1 2D Shapes
"Point to the TRIANGLE (3 sides)."
Circle
Square
Triangle
Rectangle
Prompt: "Show me the triangle."
PROBE D2 3D Solids
"Point to the SPHERE (like a ball)."
Cube
Sphere
Cylinder
Cone
Prompt: "Point to the sphere."
PROBE D3 Equal Halves
"Point to the circle cut into TWO EQUAL HALVES."
Not Equal
2 Equal Halves
Prompt: "Which shows equal halves?"
PROBE D4 Equal Fourths
"Point to the shape cut into FOUR EQUAL FOURTHS."
4 Equal Shares
Unequal Parts
Prompt: "Which shows four equal fourths?"
Independent Math Diagnostic • Special Education Supports Plate 4 • Geometry (Gr 1-2)
Part 2 • Domain 5: Place Value & Multi-Digit Operations
Math Snapshot Task Plates
Standards: 3.NBT / 4.NBT
Plate 5 of 8
Teacher Note: Assesses rounding, expanded place value, multi-digit addition regrouping, and comparison.
PROBE E1 Round to Nearest 10
"Round 37 to the nearest 10."
30
35
37
40
"Is 37 closer to 30 or 40?"
30
40
PROBE E2 Value of Digit
"What is the value of the 3 in 2,345?"
Thous.
Hund.
Tens
Ones
2
3
4
5
30
300
3,000
PROBE E3 2-Digit Addition (Regroup)
48 + 25 = ?
"8 ones + 5 ones = 13 ones (1 ten & 3 ones)"
63
73
83
PROBE E4 Compare 4-Digit Numbers
"Which symbol makes this true?"
1,420
?
1,240
"Is 1,420 GREATER THAN or LESS THAN 1,240?"
>
<
=
Independent Math Diagnostic • Special Education Supports Plate 5 • Place Value & Multi-Digit Operations (Gr 3-4)
Part 2 • Domain 6: Multiplication & Division Concepts
Math Snapshot Task Plates
Standards: 3.OA / 4.OA
Plate 6 of 8
Teacher Note: Evaluates conceptual understanding of equal groups, array models, and fair-sharing division.
PROBE F1 Equal Groups (3 × 4)
"How many apples in all? (3 groups of 4)"
3 × 4 = ?
7
12
16
PROBE F2 Array Model (2 × 5)
"Count rows & columns: What is 2 × 5?"
2 rows of 5 dots
8
10
12
PROBE F3 Fair Share Division (12 ÷ 3)
"Share 12 cookies equally among 3 children."
Child 1
Child 2
Child 3
12 ÷ 3 = ?
3
4
6
PROBE F4 Comparison Bar Model
"Cat is 4 lbs. Dog is 3 times as heavy. Dog weight?"
Cat:
4 lbs
Dog:
4
4
4
4 × 3 = ?
7
12
15
Independent Math Diagnostic • Special Education Supports Plate 6 • Multiplication & Division (Gr 3-4)
Part 2 • Domain 7: Fractions & Parts of a Whole
Math Snapshot Task Plates
Standards: 3.NF / 4.NF
Plate 7 of 8
Teacher Note: Evaluates unit fractions, equivalent visual bars, and fraction addition with like denominators.
PROBE G1 Identify Unit Fraction
"What fraction of the bar is shaded?"
Shaded
1 part out of 3 equal parts
1/2
1/3
1/4
PROBE G2 Equivalent Fractions
"Look at the models: 1/2 is equal to..."
1/2
2/4
1/4
2/4
3/4
PROBE G3 Add Fractions (1/4 + 2/4)
1/4 + 2/4 = ?
2/4
3/4
4/4
PROBE G4 Compare Fractions
"Point to the fraction that is GREATER."
2/5
4/5
Prompt: "Is 2/5 greater, or 4/5 greater?"
Independent Math Diagnostic • Special Education Supports Plate 7 • Fractions (Gr 3-4)
Part 2 • Domain 8: Area, Perimeter & Geometry
Math Snapshot Task Plates
Standards: 3.MD / 4.MD / 4.G
Plate 8 of 8
Teacher Note: Evaluates area by counting unit squares, perimeter distance, right angles, and symmetry.
PROBE H1 Area (Unit Squares)
"Count the squares: What is the AREA?"
3 rows of 4 square units
7
12
14
PROBE H2 Perimeter (Distance Around)
"Add all sides: What is the PERIMETER?"
5 cm
3 cm
3 cm
5 cm
5 + 3 + 5 + 3 = ?
15
16
18
PROBE H3 Right Angle (90° Corner)
"Point to the RIGHT ANGLE (square corner)."
Acute
Right Angle
Prompt: "Which has a square corner?"
PROBE H4 Line of Symmetry
"Which butterfly shows a LINE OF SYMMETRY?"
Symmetrical
Not Equal
Prompt: "Which shape has two matching halves?"
Independent Math Diagnostic • Special Education Supports Plate 8 • Area, Perimeter & Geometry (Gr 3-4)
Skill Baseline Scoring Record
Diagnostic Protocol • Part 1 (Grades 1–2)
Skill Baseline Scoring Record
Grades 1–4 Diagnostic Inventory
Record Sheet 1 of 4
Student:
Date:
Assessor:
Response Mode: ☐ Verbal ☐ Pointing ☐ Eye-Gaze ☐ AAC Device
Testing Tools: ☐ Counters ☐ Judy Clock ☐ Real Coins ☐ Shapes
Scoring Key:
3 IND: Independent (no cues) 2 VP: Verbal/Visual Prompt 1 MP: Manipulative Support 0 NY: Not Yet / Incorrect
DOMAIN 1: NUMBER & PLACE VALUE (1.NBT / 2.NBT) Max Score: 12 pts
| Probe |
Standard |
Target Skill & Prompt Script |
Key |
Score (Circle) |
Observations |
| A1 |
1.NBT.1 |
Count objects 1-10 with 1:1 correspondence |
|
|
|
| "Count the stars. How many stars are there?" |
8 |
3 2 1 0 |
|
|
|
| A2 |
1.NBT.2 |
Recognize teen number on ten-frame (10 + 4) |
|
|
|
| "Look at the ten-frame. What number is shown?" |
14 |
3 2 1 0 |
|
|
|
| A3 |
2.NBT.1 |
Determine two-digit place value (3 tens, 5 ones) |
|
|
|
| "How many tens and ones are there in all?" |
35 |
3 2 1 0 |
|
|
|
| A4 |
2.NBT.4 |
Compare quantities to 50 with visual support |
|
|
|
| "Point to the box that has MORE (18 vs. 24)." |
24 / B |
3 2 1 0 |
|
|
|
DOMAIN 2: OPERATIONS & ALGEBRAIC THINKING (1.OA / 2.OA) Max Score: 12 pts
| Probe |
Standard |
Target Skill & Prompt Script |
Key |
Score (Circle) |
Observations |
| B1 |
1.OA.6 |
Single-digit addition within 10 with dot models |
|
|
|
| "What is 4 plus 3? Count the dots to find total." |
7 |
3 2 1 0 |
|
|
|
| B2 |
1.OA.6 |
Subtraction within 10 using crossed-out model |
|
|
|
| "What is 7 take away 2? Count what is left." |
5 |
3 2 1 0 |
|
|
|
| B3 |
2.OA.2 |
Fact fluency / addition to 20 (making 10 scaffold) |
|
|
|
| "Solve 8 + 5. (Think 8 + 2 = 10, plus 3)." |
13 |
3 2 1 0 |
|
|
|
| B4 |
1.OA.1 / 2.OA.1 |
One-step word problem with picture support |
|
|
|
| "Sam has 6 apples, gives 2 to Ben. How many now?" |
4 |
3 2 1 0 |
|
|
|
Part 1 Subtotal (Domains 1 & 2): _______ / 24 pts If score < 12 pts, student may ceiling before Part 2.
Teacher Scoring Record • Math Milestone Inventory Record Sheet 1 of 4
Diagnostic Protocol • Part 1 (Grades 1–2)
Skill Baseline Scoring Record
Measurement, Geometry & Basal Check
Record Sheet 2 of 4
DOMAIN 3: MEASUREMENT & DATA (1.MD / 2.MD) Max Score: 12 pts
| Probe |
Standard |
Target Skill & Prompt Script |
Key |
Score (Circle) |
Observations |
| C1 |
1.MD.3 |
Tell time to the hour on analog clock |
|
|
|
| "What time does this clock show?" |
3:00 |
3 2 1 0 |
|
|
|
| C2 |
2.MD.7 |
Tell time to the half-hour (30 minutes) |
|
|
|
| "What time does this clock show?" |
8:30 |
3 2 1 0 |
|
|
|
| C3 |
2.MD.8 |
Identify coin name and 10¢ value (dime) |
|
|
|
| "Point to the dime (10¢)." |
Dime |
3 2 1 0 |
|
|
|
| C4 |
2.MD.10 |
Interpret picture graph category with most data |
|
|
|
| "Which animal has the MOST votes?" |
Dog (5) |
3 2 1 0 |
|
|
|
DOMAIN 4: GEOMETRY & EQUAL SHARES (1.G / 2.G) Max Score: 12 pts
| Probe |
Standard |
Target Skill & Prompt Script |
Key |
Score (Circle) |
Observations |
| D1 |
1.G.1 |
Identify 2D shape by attribute (Triangle = 3 sides) |
|
|
|
| "Point to the triangle." |
Triangle |
3 2 1 0 |
|
|
|
| D2 |
1.G.2 / 2.G.1 |
Identify 3D solid (Sphere / ball shape) |
|
|
|
| "Point to the sphere (like a ball)." |
Sphere |
3 2 1 0 |
|
|
|
| D3 |
1.G.3 / 2.G.3 |
Discriminate equal halves vs unequal split |
|
|
|
| "Point to circle cut into two equal halves." |
Halves |
3 2 1 0 |
|
|
|
| D4 |
2.G.3 |
Discriminate four equal fourths |
|
|
|
| "Point to shape cut into four equal fourths." |
Fourths |
3 2 1 0 |
|
|
|
Part 1 Basal & Continuation Decision (Grades 1–2 Combined) Max: 48 pts
Part 1 Total Score: _______ / 48 pts (_____% Independent)
Mastery Level: ☐ Independent (≥80%) ☐ Instructional (50–79%) ☐ Emergent (<50%)
Continuation Recommendation:
☐ Proceed to Part 2 (Grades 3–4 Probes E1–H4)
☐ Discontinue (Basal established; student reached ceiling)
Teacher Scoring Record • Math Milestone Inventory Record Sheet 2 of 4
Diagnostic Protocol • Part 2 (Grades 3–4)
Skill Baseline Scoring Record
Place Value, Operations & Multiplication
Record Sheet 3 of 4
DOMAIN 5: PLACE VALUE & MULTI-DIGIT OPERATIONS (3.NBT / 4.NBT) Max Score: 12 pts
| Probe |
Standard |
Target Skill & Prompt Script |
Key |
Score (Circle) |
Observations |
| E1 |
3.NBT.1 |
Round 2-digit number to nearest 10 on number line |
|
|
|
| "Round 37 to the nearest 10. Closer to 30 or 40?" |
40 |
3 2 1 0 |
|
|
|
| E2 |
4.NBT.2 |
Determine place value of digit in 4-digit number |
|
|
|
| "What is the value of 3 in 2,345?" |
300 |
3 2 1 0 |
|
|
|
| E3 |
3.NBT.2 / 4.NBT.4 |
Add two 2-digit numbers with regrouping (48 + 25) |
|
|
|
| "Solve 48 + 25. Regroup 10 ones into a ten." |
73 |
3 2 1 0 |
|
|
|
| E4 |
4.NBT.2 |
Compare 4-digit numbers using >, <, = (1,420 vs 1,240) |
|
|
|
| "Which symbol makes 1,420 ___ 1,240 true?" |
> |
3 2 1 0 |
|
|
|
DOMAIN 6: MULTIPLICATION & DIVISION CONCEPTS (3.OA / 4.OA) Max Score: 12 pts
| Probe |
Standard |
Target Skill & Prompt Script |
Key |
Score (Circle) |
Observations |
| F1 |
3.OA.1 |
Interpret multiplication as equal groups (3 groups of 4) |
|
|
|
| "How many apples in all? Solve 3 × 4." |
12 |
3 2 1 0 |
|
|
|
| F2 |
3.OA.3 |
Use array model to solve multiplication (2 rows of 5) |
|
|
|
| "Count rows & columns: What is 2 × 5?" |
10 |
3 2 1 0 |
|
|
|
| F3 |
3.OA.2 |
Interpret division as fair sharing (12 cookies for 3 kids) |
|
|
|
| "Share 12 cookies equally for 3 kids. 12 ÷ 3 = ?" |
4 |
3 2 1 0 |
|
|
|
| F4 |
4.OA.1 |
Solve multiplicative comparison problem with bar model |
|
|
|
| "Dog is 3 times heavier than 4 lb cat. 4 × 3 = ?" |
12 |
3 2 1 0 |
|
|
|
Multiplication & Multi-Digit Processing Notes:
• Equal Groups Strategy: ☐ Counts all items 1-by-1 ☐ Skip counts (e.g. 4, 8, 12) ☐ Recalls fact instantly
• Array Understanding: ☐ Distinguishes rows vs. columns ☐ Needs finger tracking scaffold
Teacher Scoring Record • Math Milestone Inventory Record Sheet 3 of 4
Diagnostic Protocol • Part 2 (Grades 3–4)
Skill Baseline Scoring Record
Fractions, Geometry & IEP Baseline Profile
Record Sheet 4 of 4
DOMAIN 7: FRACTIONS & PARTS OF A WHOLE (3.NF / 4.NF) Max Score: 12 pts
| Probe |
Standard |
Target Skill & Prompt Script |
Key |
Score (Circle) |
Observations |
| G1 |
3.NF.1 |
Identify unit fraction from partitioned strip (1/3 shaded) |
|
|
|
| "What fraction of the bar is shaded?" |
1/3 |
3 2 1 0 |
|
|
|
| G2 |
4.NF.1 |
Recognize equivalent fractions from visual model (1/2 = 2/4) |
|
|
|
| "Look at the bars: 1/2 is equal to what fraction?" |
2/4 |
3 2 1 0 |
|
|
|
| G3 |
4.NF.3 |
Add fractions with like denominators (1/4 + 2/4) |
|
|
|
| "Count total shaded fourths: 1/4 + 2/4 = ?" |
3/4 |
3 2 1 0 |
|
|
|
| G4 |
3.NF.3 / 4.NF.2 |
Compare fractions with same denominator (2/5 vs 4/5) |
|
|
|
| "Which fraction is GREATER: 2/5 or 4/5?" |
4/5 |
3 2 1 0 |
|
|
|
DOMAIN 8: AREA, PERIMETER & GEOMETRY (3.MD / 4.MD / 4.G) Max Score: 12 pts
| Probe |
Standard |
Target Skill & Prompt Script |
Key |
Score (Circle) |
Observations |
| H1 |
3.MD.5 / 3.MD.6 |
Find area by counting square units (3 by 4 grid) |
|
|
|
| "Count the squares: What is the area?" |
12 |
3 2 1 0 |
|
|
|
| H2 |
3.MD.8 / 4.MD.3 |
Determine perimeter of rectangle (5 + 3 + 5 + 3) |
|
|
|
| "Add all sides: What is the perimeter?" |
16 cm |
3 2 1 0 |
|
|
|
| H3 |
4.G.1 |
Identify right angle (square corner / 90°) |
|
|
|
| "Point to the right angle (square corner)." |
Right |
3 2 1 0 |
|
|
|
| H4 |
4.G.3 |
Identify symmetrical figure with line of symmetry |
|
|
|
| "Which butterfly shows a line of symmetry?" |
Symm. |
3 2 1 0 |
|
|
|
Comprehensive Diagnostic Profile Matrix (Grades 1–4 Standards) Total Max: 96 pts
| Part & Domain |
Score |
% Indep. |
Mastery Status |
Primary Support Needed |
| Part 1: Gr 1-2 Domains (1–4) |
__/48 |
__% |
IND / INST / EMG |
☐ None ☐ Visual ☐ Manipulatives |
| Part 2: Gr 3-4 Domains (5–8) |
__/48 |
__% |
IND / INST / EMG |
☐ None ☐ Visual ☐ Manipulatives |
| Comprehensive Composite Baseline |
__/96 |
__% |
Composite Status |
Overall ZPD Determined |
IEP Present Levels (PLAAFP) Summary Statement Baseline to Annual Goal Translation
Independent Skills (Level 3): Student demonstrated independent mastery without cues in: ___________________________________________________________
Instructional Target Skills (Level 1–2): With structured visual/tactile scaffolds, student was able to: ___________________________________________________
Recommended 3rd/4th Grade Goal (Multiplication): Given visual models of equal groups (up to 5×5), student will independently determine total with 80% accuracy over 4 trials.
Recommended 3rd/4th Grade Goal (Fractions): Given visual fraction bars partitioned up to eighths, student will identify unit fractions independently with 80% accuracy.
Teacher Scoring Record • Completed Diagnostic Inventory Record Sheet 4 of 4
Diagnostic Administration Guide
Implementation Protocol • Grades 1–4
Diagnostic Administration Guide
Special Education Math Assessment
Guide Sheet 1 of 4
Diagnostic Purpose: This assessment isolates essential 1st through 4th grade mathematics standards into 32 structured visual probes. Its primary objective is to pinpoint exactly what a student with significant disabilities can accomplish independently (Level 3) versus what requires prompting or manipulatives (Levels 1–2), establishing an accurate baseline for IEP present levels (PLAAFP) and annual goal formulation.
Allowable Accommodations
- • Visual Masking: Cover non-target quadrants with an L-mask or card to minimize visual distractions.
- • Multi-Modal Response: Student may respond via verbal answer, direct pointing, touching, eye-gaze, or AAC system.
- • Concrete Manipulatives: Offer counters, base-ten rods, coins, Judy clocks, or fraction tiles as needed.
- • Pacing & Movement: Administer across multiple 10–12 minute sessions; provide sensory regulation breaks.
Basal & Ceiling Stopping Rules
- • Domain Ceiling: Discontinue a domain if student earns 0 (Not Yet) on 3 consecutive items within that domain.
- • Part 1 to Part 2 Transition: If student scores <12 pts on Part 1 (Grades 1–2), establish baseline at Part 1 and discontinue.
- • Wait Time: Provide 7–10 seconds of processing time before providing any prompt or repeating a cue.
- • Neutral Encouragement: Praise persistence ("Great focus!") rather than confirming correctness.
Standardized 4-Level Prompt Hierarchy Score the HIGHEST level where the student succeeds
Level 3 • IND
Independent
Reads standardized script once. Student answers correctly without clues within 10s.
Score: 3 pts
Level 2 • VP
Verbal / Visual Prompt
Re-reads prompt, points to options, gestures to visual scaffold, or clarifies vocabulary.
Score: 2 pts
Level 1 • MP
Concrete Manipulative
Hands physical manipulatives (chips, rods, Judy clock, shape). Student solves tactilely.
Score: 1 pt
Level 0 • NY
Not Yet / Incorrect
Incorrect response despite manipulatives, random selection, or no attempt made.
Score: 0 pts
Assessment Kit: ☑ Task Plates 1–8 ☑ 4-Page Scoring Record ☑ 20 Counters ☑ Base-Ten Blocks ☑ Real Coins ☑ Masking Sheet
Teacher Administration Guide • Assessment Architecture Guide Sheet 1 of 4
Implementation Protocol • Part 1
Diagnostic Administration Guide
Part 1 Scripting (Grades 1–2)
Guide Sheet 2 of 4
PART 1 SCRIPTING & SCAFFOLDS: GRADES 1–2 (PROBES A1 THROUGH D4) Plates 1–4
| Item |
Standard & Target |
Standardized Verbal Script |
Level 2 / Level 1 Scaffold |
| A1 |
1.NBT.1: Count to 10 |
"Count the stars. How many are there?" |
Guide finger to touch star 1: "Touch and count each one." |
| A2 |
1.NBT.2: Ten Frame Teen |
"Look at the ten-frame. What number is shown?" |
"Top frame is 10. Count on: 10... 11, 12..." |
| A3 |
2.NBT.1: Tens & Ones |
"How many tens and ones are there in all?" |
Count tens: "10, 20, 30... and count the singles." Hand rods. |
| A4 |
2.NBT.4: Compare Numbers |
"Point to the box that has MORE (18 vs. 24)." |
"Which is a bigger pile: 18 dots or 24 dots?" |
| B1 |
1.OA.6: Add within 10 |
"What is 4 plus 3? Count all the dots." |
Provide 4 blue chips and 3 green chips to combine. |
| B2 |
1.OA.6: Subtraction to 10 |
"Start with 7, take away 2. How many are left?" |
"Cover the 2 crossed-out dots. How many are left?" |
| B3 |
2.OA.2: Add within 20 |
"What is 8 + 5?" |
"Start at 8 and count up 5 more on fingers or cubes." |
| B4 |
1.OA.1: Story Problem |
"Sam has 6 apples, gives 2 away. How many now?" |
Place 6 apple tokens; physically remove 2. |
| C1 |
1.MD.3: Time to Hour |
"What time does this clock show?" |
"Look at the short red hand. It points to..." |
| C2 |
2.MD.7: Time to Half-Hour |
"What time does this clock show?" |
"The blue minute hand is on the 6 (30 minutes)." |
| C3 |
2.MD.8: Dime ID (10¢) |
"Point to the DIME (worth 10 cents)." |
Show real penny, nickel, dime, quarter to feel size/edge. |
| C4 |
2.MD.10: Picture Graph |
"Which animal has the MOST votes?" |
"Which animal's row has the most squares?" |
| D1-4 |
1.G / 2.G: Shapes & Shares |
"Point to triangle." / "Sphere." / "Equal shares." |
Hand concrete foam shapes or split paper circle in halves. |
Part 1 Diagnostic Checkpoint: Students who score mostly Level 3 (IND) on Part 1 should immediately proceed to Part 2 (Grades 3–4). If a student requires Level 1 (Manipulatives) or scores 0 on multiple Part 1 items, you have already established their current instructional zone—administering Part 2 may cause frustration and is optional.
Teacher Administration Guide • Part 1 Scripting Guide Sheet 2 of 4
Implementation Protocol • Part 2
Diagnostic Administration Guide
Part 2 Scripting (Grades 3–4)
Guide Sheet 3 of 4
PART 2 SCRIPTING & SCAFFOLDS: GRADES 3–4 (PROBES E1 THROUGH H4) Plates 5–8
| Item |
Standard & Target |
Standardized Verbal Script |
Level 2 / Level 1 Scaffold |
| E1 |
3.NBT.1: Round Nearest 10 |
"Round 37 to the nearest 10." |
Trace line: "Is the dot closer to 30 or 40?" |
| E2 |
4.NBT.2: Place Value Digit |
"What is the value of the 3 in 2,345?" |
Point to column: "The 3 is in the hundreds spot: 3 hundreds." |
| E3 |
3.NBT.2: Add Regrouping |
"What is 48 + 25?" |
"8 + 5 = 13. Trade 10 ones for 1 ten rod. Now add tens." |
| E4 |
4.NBT.2: Compare 4-Digits |
"Which symbol belongs: 1,420 ___ 1,240?" |
"Look at hundreds: 4 hundreds is more than 2 hundreds." |
| F1 |
3.OA.1: Equal Groups |
"How many apples in all? Solve 3 × 4." |
"Count 4 in group 1, 4 in group 2, 4 in group 3: 4, 8, 12." |
| F2 |
3.OA.3: Array Model |
"Count rows & columns: What is 2 × 5?" |
"There are 2 rows of 5 dots. Count by fives: 5, 10." |
| F3 |
3.OA.2: Fair Share Division |
"Share 12 cookies for 3 children. 12 ÷ 3 = ?" |
Provide 12 counters. Deal them one-by-one into 3 piles. |
| F4 |
4.OA.1: Multiplicative Comp. |
"Dog is 3 times 4 lbs. What is 4 × 3?" |
"Add the three bars together: 4 + 4 + 4." |
| G1 |
3.NF.1: Unit Fraction |
"What fraction of the bar is shaded?" |
"1 part is shaded out of 3 equal pieces = 1 over 3." |
| G2 |
4.NF.1: Equivalent Fractions |
"Look at models: 1/2 is equal to..." |
Place 1/2 tile; place two 1/4 tiles underneath to show match. |
| G3 |
4.NF.3: Add Like Fractions |
"What is 1/4 + 2/4?" |
"Count shaded fourths: 1 fourth + 2 fourths = 3 fourths." |
| G4 |
4.NF.2: Compare Fractions |
"Point to the fraction that is GREATER: 2/5 or 4/5." |
"Look at the red shading: which bar is filled in more?" |
| H1-4 |
3.MD / 4.MD / 4.G |
"Area (squares)." / "Perimeter." / "Right angle." |
Count squares 1-by-1; trace perimeter with finger. |
Scaffold Delivery Protocol for Part 2: When presenting Part 2 probes, always allow the student 7–10 seconds to respond independently to the plate image. Only introduce physical tiles or verbal cues after latency or an incorrect selection. Document prompt level immediately on Record Sheets 3 & 4.
Teacher Administration Guide • Part 2 Scripting Guide Sheet 3 of 4
Implementation Protocol • Clinical Translation
Diagnostic Administration Guide
Error Analysis & IEP Goal Bank
Guide Sheet 4 of 4
Instructional Decision Framework: The CRA Continuum
Results from this inventory guide where on the Concrete-Representational-Abstract (CRA) continuum instruction should begin:
Level 1 (Concrete): Student succeeds only with physical counters or blocks. Instruction must begin with tangible manipulatives and kinesthetic movement.
Level 2 (Representational): Student succeeds with visual drawings, ten frames, or number lines. Instruction should focus on pictorial graphic organizers.
Level 3 (Abstract): Student solves directly from numerals/symbols independently. Ready for standard procedural practice and fluency routines.
COMMON ERROR PATTERNS & CLINICAL IMPLICATIONS
| Observed Student Behavior |
Underlying Math/Processing Deficit |
Recommended Specially Designed Instruction (SDI) |
| Rushes and counts past items |
Breakdown in 1-to-1 correspondence & impulse control |
Kinesthetic push-and-say counters; egg-carton 10-frames. |
| Confuses 3 tens as "3" instead of "30" |
Pre-place value thinking (counts groups as singles) |
Color-coded place value charts; base-ten bundle games. |
| Adds factors instead of multiplying (e.g. 3×4=7) |
Over-generalizing addition; lacks equal-group concept |
Muffin-tin equal group modeling; repeated addition language. |
| Thinks 1/4 is bigger than 1/2 because 4 > 2 |
Whole-number bias applied to denominators |
Visual fraction strips and "sharing pizza with more friends" context. |
IEP Goal Drafting Bank (Standards-Aligned & Measurable) Templates for Special Educators
Foundational Goal (Grades 1–2 / NBT): "By [annual date], given visual ten-frame models and base-ten blocks, student will represent and identify two-digit numbers up to 50 independently with 80% accuracy across 4 consecutive probes."
Intermediate Goal (Grades 2–3 / Operations): "By [annual date], given pictorial arrays or equal-group models up to 5×5, student will determine the total product using skip-counting or multiplication facts with 80% accuracy over 3 sessions."
Expanded Goal (Grades 3–4 / Fractions): "By [annual date], given partitioned visual bar models, student will identify unit fractions (halves, thirds, fourths, eighths) and solve like-denominator addition independently with 80% accuracy."
Teacher Administration Guide • Clinical Interpretation & IEP Integration Guide Sheet 4 of 4
