Two Step Targets Worksheet Two Step Targets
Read each step • Do the step • Check the box • Record work
Name:
Date:
Rule
Never skip ahead! Follow Step 1 , write your work, check , then move to Step 2 .
Task 1
Evaluate: \(3x + 5\) when \(x = 4\)
✓ Step 1: Replace \(x\) with 4
\(3(\quad) + 5 =\)
✓ Step 2: Multiply, then add 5
Task 2
Evaluate: \(5n - 8\) when \(n = 6\)
✓ Step 1: Replace \(n\) with 6
\(5(\quad) - 8 =\)
✓ Step 2: Multiply, then subtract 8
Task 3
Evaluate: \(20 - 2y\) when \(y = 7\)
✓ Step 1: Replace \(y\) with 7
\(20 - 2(\quad) =\)
✓ Step 2: Multiply \(2 \times 7\), then subtract
Task 4
Evaluate: \(\frac{m}{3} + 9\) when \(m = 12\)
✓ Step 1: Divide \(12\) by \(3\)
✓ Step 2: Add 9 to your quotient
Self-Check Checklist:
I did Step 1 first I checked off all 8 boxes My work is clear
Two Step Targets Key Two Step Targets
Teacher Key
Answer Key & Instructional Prompting Guide
Session 1 of 3
Max Prompts: 2
Prompting Cue: If a student attempts to calculate immediately in their head, point to Step 1 and prompt: "Read Step 1 aloud. What number goes inside the parentheses?" Ensure the checkbox is checked before they calculate.
Task 1: \(3x + 5\) when \(x = 4\) Final: 17
Step 1 (Substitution): \(3(4) + 5\)
Step 2 (Multiply & Add): \(12 + 5 = 17\)
Task 2: \(5n - 8\) when \(n = 6\) Final: 22
Step 1 (Substitution): \(5(6) - 8\)
Step 2 (Multiply & Subtract): \(30 - 8 = 22\)
Task 3: \(20 - 2y\) when \(y = 7\) Final: 6
Step 1 (Substitution): \(20 - 2(7)\)
Step 2 (Multiply then Subtract): \(20 - 14 = 6\)
Task 4: \(\frac{m}{3} + 9\) when \(m = 12\) Final: 13
Step 1 (Divide): \(12 \div 3 = 4\)
Step 2 (Add 9): \(4 + 9 = 13\)
Common Error Alerts & Accommodations
Common Misconception (Task 3): Students often subtract \(20 - 2 = 18\) before multiplying by \(7\), yielding \(18 \times 7 = 126\). Remind them that multiplication is glued together and happens before subtraction.
IEP Data Collection Tip: Record whether student required verbal prompt to stop after Step 1. Goal benchmark: 80% accuracy in independent prompt execution across 3 sessions.
Three Step Simplify Worksheet Three Step Simplify
Follow all 3 steps in order • Record intermediate answers • Check off boxes
Name:
Date:
Method
Circle variable terms • Box constant numbers • Join them together
Session 2: 3 Prompts
Task 1
Simplify: \(4x + 7 + 2x - 3\)
✓ Step 1: Combine \(x\)-terms
Circle and add: \(4x + 2x\)
✓ Step 2: Combine constants
Box and add: \(+7 - 3\)
✓ Step 3: Write final answer
Combine Step 1 + Step 2
Task 2
Simplify: \(6y - 4 + 3y + 9\)
✓ Step 1: Combine \(y\)-terms
Add: \(6y + 3y\)
✓ Step 2: Combine constants
Add: \(-4 + 9\)
✓ Step 3: Write final answer
Combine Step 1 + Step 2
Task 3
Simplify: \(2(3a + 4) + 5\)
✓ Step 1: Multiply 2 inside
\(2 \times 3a\) and \(2 \times 4\)
✓ Step 2: Add constant +5
Combine \(8 + 5\)
✓ Step 3: Write final answer
Combine term and sum
3-Step Checklist:
Checked Step 1 Checked Step 2 Checked Step 3
Three Step Simplify Key Three Step Simplify
Teacher Key
Answer Key & Instructional Prompting Guide
Session 2 of 3
Max Prompts: 3
Executive Function Cue: Learners often forget the sign attached to a number. Coach students to include the plus or minus sign inside their circle or box: "The sign in front stays glued to the number behind it!"
Task 1: \(4x + 7 + 2x - 3\) Final: \(6x + 4\)
Step 1 (\(x\)-terms): \(4x + 2x = \mathbf{6x}\)
Step 2 (Constants): \(+7 - 3 = \mathbf{+4}\)
Step 3 (Final Joined): \(\mathbf{6x + 4}\)
Task 2: \(6y - 4 + 3y + 9\) Final: \(9y + 5\)
Step 1 (\(y\)-terms): \(6y + 3y = \mathbf{9y}\)
Step 2 (Constants): \(-4 + 9 = \mathbf{+5}\)
Step 3 (Final Joined): \(\mathbf{9y + 5}\)
Task 3: \(2(3a + 4) + 5\) Final: \(6a + 13\)
Step 1 (Distribute): \(2(3a) + 2(4) = \mathbf{6a + 8}\)
Step 2 (Combine Constants): \(8 + 5 = \mathbf{13}\)
Step 3 (Final Joined): \(\mathbf{6a + 13}\)
SPED Scaffolding & Tactile Tools
Highlighter Method: Provide yellow and blue highlighters. Students highlight variable terms in yellow and constant terms in blue before recording numbers in Step 1 and Step 2 boxes.
Physical Counters / Tiles: For students struggling with \(-4 + 9\), offer two-color integer chips (red for negative, yellow for positive) to model zero pairs during Step 2.
Four Step Equations Worksheet Four Step Equations
4 directions per problem • Follow in order • Record work • Check your solution
Name:
Date:
Rule of 4 1. Undo ± • 2. Undo ×÷ • 3. Plug into check • 4. Confirm match
Session 3: 4 Prompts
Task 1
Solve & Check: \(2x + 7 = 19\)
✓ 1. Undo \(+7\)
Subtract 7: \(19 - 7\)
✓ 2. Divide by 2
Divide by 2 to get \(x\)
✓ 3. Plug into check
Write: \(2(\quad) + 7\)
✓ 4. Equals 19?
Does it balance?
[ ] Yes [ ] No
Task 2
Solve & Check: \(4w - 5 = 15\)
✓ 1. Undo \(-5\)
Add 5: \(15 + 5\)
✓ 2. Divide by 4
Divide by 4 to get \(w\)
✓ 3. Plug into check
Write: \(4(\quad) - 5\)
✓ 4. Equals 15?
Does it balance?
[ ] Yes [ ] No
Task 3
Solve & Check: \(\frac{y}{3} + 4 = 10\)
✓ 1. Undo \(+4\)
Subtract 4: \(10 - 4\)
✓ 2. Multiply by 3
Multiply by 3 to get \(y\)
✓ 3. Plug into check
Write: \(\frac{(\quad)}{3} + 4\)
✓ 4. Equals 10?
Does it balance?
[ ] Yes [ ] No
Final Mastery Checklist:
Did Prompt 1 & 2 Checked Solution in Prompt 3 & 4 All 12 boxes checked
Four Step Equations Key Four Step Equations
Teacher Key
Answer Key & Instructional Prompting Guide
Session 3 of 3
Max Prompts: 4
Mastery Routine: Emphasize that Prompts 3 and 4 are not "extra credit"—they are the verification cycle. Reinforce: "A mathematician never guesses if they are right; they let the check prove it!"
Task 1: \(2x + 7 = 19\) Solution: \(x = 6\)
1. Undo \(+7\): \(19 - 7 = \mathbf{12}\)
2. Divide by 2: \(12 \div 2 = \mathbf{6}\)
3. Substitute: \(2(\mathbf{6}) + 7\)
4. Verify: \(12+7=19\) [✓] Yes
Task 2: \(4w - 5 = 15\) Solution: \(w = 5\)
1. Undo \(-5\): \(15 + 5 = \mathbf{20}\)
2. Divide by 4: \(20 \div 4 = \mathbf{5}\)
3. Substitute: \(4(\mathbf{5}) - 5\)
4. Verify: \(20-5=15\) [✓] Yes
Task 3: \(\frac{y}{3} + 4 = 10\) Solution: \(y = 18\)
1. Undo \(+4\): \(10 - 4 = \mathbf{6}\)
2. Multiply by 3: \(6 \times 3 = \mathbf{18}\)
3. Substitute: \((\mathbf{18}) \div 3 + 4\)
4. Verify: \(6+4=10\) [✓] Yes
SPED Executive Function Strategies
Physical Covering / Window Card: For students overwhelmed by seeing all four prompts at once, provide an index card with a cutout window or have them cover Prompts 2, 3, and 4 until Prompt 1 is completed.
Self-Correction Coaching: If Prompt 4 evaluates to "No", praise the student for detecting the mismatch! Guide them to check Prompt 2 multiplication/division first before re-doing the problem.
