Triple Digit Goal Guide
Special Education • Tier 2/3 Math Intervention
Triple-Digit Goal & Objectives Plan
Target Grade: Grade 2
Standard: CCSS.MATH.CONTENT.2.NBT.B.7
Student Name ___________________
Plan Horizon 36 Weeks (Annual)
Current Baseline Performance Solves 2-digit regrouping at 82%; 3-digit addition without regrouping at 45%; requires full visual scaffolding for subtraction decomposition.
Annual Measurable IEP Goal (36-Week Horizon) Target: 80% Mastery
By the end of the annual IEP period, when given mixed sets of up to 10 three-digit addition and subtraction computation and word problems within 1,000 (with and without regrouping/decomposition), the student will correctly solve each problem using place value strategies, visual models, or the standard algorithm with at least 80% accuracy across 3 consecutive progress monitoring trials.
Scaffolded Objectives Sequence (Stepwise Independence)
CRA Continuum: Concrete → Representational → Abstract
1
Objective 1: 3-Digit Addition Without Regrouping
Benchmark 1 • 85% Acc.
Given place value charts or base-ten drawings, student will correctly add two 3-digit numbers without regrouping (e.g., \(342 + 235\)) with at least 85% accuracy on 4 of 5 consecutive trials.
Scaffold: Expanded form grids & column lines Focus: Accurate ones/tens/hundreds alignment
2
Objective 2: 3-Digit Addition With Regrouping (Sum \(\le 1,000\))
Benchmark 2 • 80% Acc.
Given visual regrouping cue boxes, student will solve 3-digit addition problems requiring regrouping once or twice (composing 10 ones into 1 ten, or 10 tens into 1 hundred) with at least 80% accuracy across 3 consecutive weekly assessments.
Scaffold: "Trade 10" cue boxes above columns Focus: Composing and carrying to next place value
3
Objective 3: 3-Digit Subtraction Without Regrouping
Benchmark 3 • 85% Acc.
Given vertical formatted problems or an open number line, student will subtract a 3-digit number from a larger 3-digit number without decomposition (e.g., \(756 - 324\)) with at least 85% accuracy across 4 of 5 measured work opportunities.
Scaffold: Color-coded digits & down-arrows Focus: Right-to-left procedural consistency
4
Objective 4: 3-Digit Subtraction With Decomposition (Regrouping)
Benchmark 4 • 80% Acc.
Given a step-by-step checklist or place-value disks, student will decompose 1 hundred into 10 tens and/or 1 ten into 10 ones to subtract 3-digit numbers with at least 80% accuracy across 3 consecutive weekly assessments.
Scaffold: "More on the floor? Go next door" cue card Focus: Eliminating bottom-minus-top reversal error
5
Objective 5: Mixed Computation & One-Step Word Problems
Benchmark 5 • 80% Acc.
Given a mixed set of 3-digit addition and subtraction equations and real-world word problems, student will correctly select the appropriate operation and solve independently with at least 80% accuracy across 3 consecutive probes.
Scaffold: Schema mat (Change / Combine / Compare) Focus: Operation discrimination & independence
Team Signatures: Case Manager: ______________ General Educator: ______________
Page 1 of 2 • IEP Math Continuum
Implementation & Progress Monitoring Protocol
Concrete-Representational-Abstract (CRA) instructional ladder and quarterly data sheet
Tier 2/3 Resource
CRA Instructional Support Ladder
1. Concrete Stage
Physical manipulatives for all trades. Student groups 10 unit cubes into 1 rod, or exchanges 1 flat (100) for 10 rods.
Base-10 blocks, place value disks
2. Representational
Sketches replace blocks. Student draws squares (100), sticks (10), and dots (1); crosses out to decompose and circle to compose.
Open number lines, sketch grids
3. Abstract Stage
Standard numerical algorithm with mental understanding. Student writes regrouped digits cleanly above target columns.
Color-coded boxes, student checklist
Designated Accommodations
- Large grid math paper (\(0.5\text{ in}\) squares) for column alignment
- Color-coded columns: Hundreds (Green), Tens (Blue), Ones (Red)
- Limit visual presentation to 4–6 problems per page
- Verbalization prompt: "Explain the trade before writing"
Key Misconception Interventions
- Smaller-from-Larger Error: In \(523 - 168\), writing \(8 - 3 = 5\). → Prompt: "Read top number first. Can you take 8 away from 3?"
- Zero Regrouping Confusion: In \(405 - 138\). → Trade hundreds to tens first (\(405 \to 3\text{ hundreds } 10\text{ tens } 5\text{ ones}\)).
Quarterly Progress Tracking Log (Teacher Recording Sheet) Target: 3 consecutive trials \(\ge 80\%\)
| Period | Objective | Date | Score | Support Level | Instructional Notes & Next Steps |
|---|
| Q1 (Wk 9) | Obj 1: Add No Regroup | ___/___/26 | ____% | Manipulative / Visual | Solid base-10 alignment; ready for trades |
| Q2 (Wk 18) | Obj 2: Add w/ Regroup | ___/___/27 | ____% | Cue Box Checklist | Composes tens reliably; verify sums > 100 |
| Q2.5 (Wk 23) | Obj 3: Sub No Regroup | ___/___/27 | ____% | Grid Paper Only | Fluent facts; maintains column order |
| Q3 (Wk 27) | Obj 4: Sub w/ Regroup | ___/___/27 | ____% | Place Value Disks | Practicing decomposition across zero |
| Q4 (Wk 36) | Obj 5: Mixed Master | ___/___/27 | ____% | Independent | Annual goal met; ready for Grade 3 NBT |
Sample Progress Monitoring Probe Prototypes
Probe 1 (Obj 1)
4 2 5
+ 2 6 3
No regrouping
Probe 2 (Obj 2)
3 6 8
+ 2 5 7
Double regrouping
Probe 3 (Obj 4)
6 4 2
− 2 7 8
Decompose 10 & 100
Probe 4 (Obj 5)
Marcus has 340 beads. He uses 165. How many are left?
Word problem context
Standards Alignment: CCSS.Math.Content.2.NBT.B.7 • IDEA Measurable Annual Goal Protocol
Page 2 of 2 • Implementation Protocol
