Check: Did you need to decompose a larger unit?

Problem 3

Estimate: ~ _______

Difference in box above

Problem 4

Estimate: ~ _______

Difference in box above

Continue to Page 2 for Multiplication & Division → Page 1 of 2

Level 2

Guided Support Worksheet • Page 2

Multi-Digit Products & Quotients

×

Multi-Digit Multiplication (Standard Algorithm)

Step 1: Multiply ones • Step 2: Zero holder + multiply tens • Step 3: Add

Problem 5 74 × 35

Problem 6 162 × 24

÷

Multi-Digit Division (1-Digit Divisors)

Check steps: Divide • Multiply • Subtract • Bring Down

Problem 7 825 ÷ 5

5 )

8 2 5

Quotient: ________ Remainder: ________

Problem 8 2,684 ÷ 6

6 )

2 6 8 4

Quotient: ________ Remainder: ________

Self-Audit:

Columns aligned

Regrouping tracked

Answers checked

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• No standard calculators: IEP goal specifies computational fluency using standard algorithm.
• Graph paper / place-value organizers: Permitted as non-content spatial accessibility accommodation.
• Read aloud accommodation: Allowed for problem labels, directions, and clarification questions only.
• Pacing: Allow untimed sessions or divide probe into two 4-problem sittings for students with ADHD/CI fatigue.

See Page 2 for Student Visual Progress Graph & Diagnostic Error Matrix → Page 1 of 2

Teacher Guide

Progress Tracking & Diagnostics • Page 2

Student Monitoring System

Bi-Weekly Progress Monitoring Graph (10 Cycles)

—— Goal Line: 70% (6/8 Correct)

100%

88%

70%

IEP Mastery Benchmark

50%

25%

0%

P1P2P3P4P5 P6P7P8P9P10

Diagnostic Error Analysis Matrix (By Classification Profile)

ADHD (Attention & Impulse Control)

Typical Error: Sign neglect (adds on subtraction), omitting placeholder zero in row 2 of multiplication, rushing through basic facts.

Action: Highlighting operation signs before starting; chunk probe into 2-problem segments.

Autism (Rigidity & Sequence Need)

Typical Error: Fixation on division problems without remainders; distress over multi-step borrowing across multiple zeros.

Action: Provide explicit D-M-S-B visual checklist; pre-teach that remainders are normal parts of whole numbers.

SLD (Dyscalculia & Spatial Deficit)

Typical Error: Misaligning columns during partial product addition; reversing subtrahend and minuend (subtracting smaller from larger top or bottom).

Action: Supply graph paper grid organizer; reinforce rhyme: "More on the floor? Go next door!"

Cognitive Impairment (Memory & Concept)

Typical Error: Forgetting regrouped tens when adding; inability to recall 7-step long division sequence without prompts.

Action: Step down to Level 3 Foundational Worksheet; use color-coded regrouping boxes and fact reference charts.

IEP Review Decision Rule: 3 consecutive probes ≥70% → advance scaffold level; 3 probes <50% → increase tier support.

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