2 Digit by 1 Digit Multiplication Area Model

About this resource

One skill, start to finish. A 2 digit by 1 digit multiplication area model IEP goal, six probe forms that measure it, an answer key and a graph scaled to the probe. Baseline on Monday, goal written by Tuesday, first data point on Friday.

Each problem is a two-digit number times a one-digit number, such as 58 × 6, with an area model of two boxes. The student writes the two partial products in the boxes, then adds them on the sum line. Forms A, B and C are scaffolded: the tens and ones (50 and 8) are already written above the boxes. Forms D, E and F have blank boxes: the student writes the split too. Start a student on the scaffolded forms and move to the blank ones when the scores hold.

WHAT IS INCLUDED - 19 pages, six probe forms of eight problems each (48 problems, none repeated), 344 type-in fields, a two-page answer key, a teacher notes page, a binder cover and divider tabs, a family update page

A Binder Cover And Divider Tabs

• A binder cover with student, case manager and school year fields
• Six divider tabs, one per section of this file, print and cut

The Goal Page

• A sample goal with every bracket meant to be edited by the team
• The six-part goal frame as type-in fields: by (date), given, student will, criterion, on ___ of ___ consecutive probes, as measured by
• A baseline table: three probes and the median
• Three benchmark rows with target date, target score, actual score and met
• A skill reference line (CCSS 4.NBT.B.5; your state's wording may differ), a blank for your state standard, and the giving-and-scoring directions

Six Probe Forms, A Through F

• Eight problems per form, each with an area model of two boxes and a sum line
• Forms A-C scaffolded (tens and ones given); Forms D-F blank boxes (the student writes the split)
• Two-digit numbers from 12 to 98 times 3 to 9; four problems per form where the ones product makes a two-digit number, four where it does not
• A big My name line, one short instruction with a pencil picture, room to write in every problem
• No answers, goal text or scoring strip on a student sheet

A Two-Page Answer Key (Pages 12 And 13)

• Every problem for all six forms with its two partial products and total, so a paraprofessional can score without doing the math
• A mark box for each problem and a Correct ___ / 8 box under each form

Teacher Notes (Page 14)

• Reading the errors: a wrong partial product points to a fact, a wrong total points to the adding
• What to try when a student cannot start, and when to move from scaffolded to blank forms

The Data Log And Graph

• A y-axis already scaled 0 to 8, twelve probe columns, and the instruction to draw the aim line from the baseline to the criterion first
• A twelve-row log: date, form, correct, errors, the score used on the graph, and notes

The Caseload Summary

• Twelve student rows, baseline and criterion, eight probe columns, a trend column and a decision column

A Worked Example

• Nia, fourth grade, invented. Twelve weekly probes: the baseline as a median, three points under the aim line forcing a teaching change, the criterion met, and the progress-report sentence the log produces

A Family Update And Team Handoff Page

• A family update with blanks for this week's score, a team handoff checklist, and a meeting summary sentence with blanks for two numbers off the log

What This Is, And What It Is Not

It is a fillable PDF. The goal page, data log, caseload page, family update page and the mark boxes on the answer key are type-in fields: open the file in a PDF reader, click a line or a cell, type, and Save As once per student. The six probe forms print clean: the student writes on paper.

It is not a norm-referenced assessment and it carries no benchmark score or "typical" rate. The criteria in the sample goal are in brackets because your team sets them from the baseline and the student's IEP. Every probe is untimed on purpose, so the condition stays the same all year. Your district's own rules for goals and scoring go on the blank lines provided. It is not a lesson and does not teach the area model; it measures it.

Who This Is For

Third, fourth and fifth grade special education teachers and case managers writing multiplication goals, intervention teachers, and the paraprofessionals who give the weekly probe.