Triangle Inequality Theorem Progress Monitoring Probes

About this resource

One skill, start to finish. A triangle inequality theorem IEP goal, four equivalent untimed 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.

Every form has eight problems over two student pages, four problems a page: four "can these three sides make a triangle?" problems (the student adds the two shorter sides, writes the longest side and circles YES or NO) and four "what can the third side be?" problems (the student writes what it must be more than and less than). Two of the four can-it-be-a-triangle problems are a YES and two are a NO on every form. One NO on every form is the trap: the two shorter sides add to exactly the longest side. Three problems on every form are told as short stories. The kinds of problem are in the same places on every form, so the score means the same thing on Form A and on Form D.

WHAT IS INCLUDED - 24 pages, four probe forms of eight problems each (32 problems, none repeated), 8 student form pages, a number-line page where the student marks the range of the third side, a two-page answer key, a directions page, a teacher notes page, a side-by-side reference page, a binder cover and divider tabs, a family update page

Start Here And The Goal

• A one-page quick start: six steps and which page is for which job
• A goal page with a sample goal (every bracket meant to be edited), the goal frame as type-in fields, a baseline table and three benchmark rows
• Lines for your district's own rules, this student's scoring rules and the supports the IEP allows

Four Probe Forms, A Through D

• A big My name line, one short instruction with a pencil picture, and answer boxes for every problem
• Problems 1, 2, 5 and 6 ask whether three sides make a triangle; problems 3, 4, 7 and 8 ask for the range of the third side
• A YES / NO choice and a sum box on each can-it-be-a-triangle problem; a more-than and a less-than box on each range problem
• No answers, goal text or scoring strip on a student sheet

Number Line It

• One student page with four pairs of sides: write the two ends of the range and mark them on a number line from 0 to 24

Directions, Answer Key And Teacher Notes

• A directions page: what to say, what is on every form, how each kind of problem is placed
• A two-page answer key with a mark box per problem, the sum or the difference and sum shown, and the kind of problem named
• Reading the misses: adding the wrong two sides, "equal is enough", writing only one end of the range, misses that cluster on one kind of problem
• A side-by-side reference page: a triangle that closes, sides that lie flat and sides that leave a gap

Data Log, Graph And Caseload

• A graph scaled 0 to 8 with twelve probe columns and a ten-row log
• A caseload summary grid, a filled-in example with a plotted graph (Jordan, invented) and a family update and team handoff page

Standards Note

The triangle inequality theorem is part of the work on building triangles from given side lengths (CCSS 7.G.A.2). Check your own state's standards and your student's IEP for the wording you use.

How To Use It

Give Forms A, B and C on three different days and take the middle score as the baseline. Write the goal from the sample on the goal page. Then give one form a week in rotation, score it with the key, log it, plot it and look at the last three points.

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 probe forms print: 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. Your district's own rules for goals and scoring go on the blank lines provided.

Who This Is For

Seventh, eighth and ninth grade special education teachers and case managers writing triangle inequality goals, math intervention and resource teachers, and the paraprofessionals who give the weekly probe.