I created this resource because I am a special education teacher, and I was looking for ways to help my students with learning disabilities continually practice skills we are learning in math. I also wanted a way to monitor their progress throughout the year to help me write more specific IEP goals that would target their areas of need. I couldn’t find any progress monitoring probes that were a mixture of different skills from the Common Core, so I decided to make one! Here’s what you get in this bundle:
1. 36 progress monitoring data probes, enough for one per week for a whole school year
2. Answer Keys for each probe
3. A reproducible chart to help you track which standards the students are mastering
Each probe contains 20 questions which cover the following Common Core Standards:
4.OA.2 - Multiply or divide to solve word problems involving multiplicative comparison
4.OA.3 - Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.
4.OA.5 - Generate a number or shape pattern that follows a given rule.
4.NBT.1 - Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
4.NBT.2 - Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
4.NBT.3 - Use place value understanding to round multi-digit whole numbers to any place.
4.NBT.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.
4.NBT.5 - Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NBT.6 - Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
4.NF.1 - Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
4.NF.3 - Understand a fraction a/b with a >1 as a sum of fractions 1/b. In other words, any fraction is a sum of unit fractions.
4.NF.4 - Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
4.NF.5 - Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.
4.NF.6 - Use decimal notation for fractions with denominators 10 or 100.
4.NF.7 - Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <.
Ways to use the probes:
1. For students working on below grade-level skills, this can be a way to help them master earlier skills they need to progress to grade level.
2. If you are teaching grade level math, and don’t want to overwhelm the students with problems they haven’t seen, just highlight or circle which problems you want them to do as you teach each skill. Gradually build it until you are progress monitoring every skill on the page.