Paraprofessional Plan

Materials

Checklist for using the regrouping strategy. The checklist has already been taught to the
student. Check if the student completes all the steps in all the problems they answer.
We would use this checklist to assess whether or not the student correctly used the
strategy. We would stop using the checklist once the student shows the ability to use
the strategy successfully on 5 three-digit subtraction problems on 2 separate occasions.
The steps on the checklist are:
Recognize if the problem needs regrouping
Regroup in the ones column if needed
Subtract in the ones column
Regroup in the tens column if needed
Subtract in the tens column

Procedures

During the lesson you give the student practice problems. As you complete the practice
problems with the student you look at each step of the checklist to make sure they have
done everything in the strategy. You can even ask the student if they completed the
steps as they go along. At the end of the lesson the student will solve problems that may
or may not have regrouping. When we grade their answers we will use the checklist to
make sure they have done everything in the strategy. The student’s desired response
will be written and showed by the work they did when solving the problem. Whether
the student completed the steps or not is what we graph to monitor the student’s
progress.

Objectives

Instructional objectives
Objective 1: When given 10 3-digit by 3 digit subtraction problems with and
without regrouping, the student will circle the problems that need to use the
regrouping strategy to solve the problem one time with 100% accuracy.

Objective 2: When given 5 3-digit by 3 digit subtraction problems with

regrouping, the student will use the regrouping strategy when solving the
problems one time with 100% accuracy.

Objective 3: When given 3 3-digit by 3 digit subtraction problems with

regrouping and a 0 in the tens place, the student will use the regrouping strategy
one time with 100% accuracy.
 IEP goal: By December 10th 2019 when given 5 word problems involving multidigit
decimal addition and subtraction problems with and without regrouping, student will
solve the problems with 100% accuracy for 2 consecutive times.

IEP objective 1: When given five three-digit by three-digit decimal subtraction

problems with and without regrouping from the tens place to the ones place,
student will solve problems with 100% accuracy for 2 consecutive times.

IEP objective 2: When given 4 three-digit by three-digit decimal subtraction

problems with and without regrouping from the hundreds place to the tens
place, student will solve problems with 100% accuracy for 2 consecutive times.

IEP objective 3: When given 4 word problems involving three-digit by three-digit

decimal subtraction problems with and without regrouping from the hundreds
place to the ones place, will solve problems with 100% accuracy for 2
consecutive times.

The IEP objectives connect to the instructional objectives because the IEP objectives
takes the skill from the instructional objectives and expands on it.

Assessment

To collect the data on whether or not the student is using the strategy correctly we will
use the checklist.
Recognize if the problem needs regrouping
We will know if the student completed this if they used the regrouping
strategy in the problems that need it. There should be work shown.

Regroup in the ones column if needed

We will know if the student regrouped in the ones column if they added
10 to the ones column and took 1 away from the tens column if needed.

Subtract in the ones column

We will know if the student completed this step if they subtracted the
ones column.

Regroup in the tens column if needed

We will know if the student regrouped in the tens column if they added
10 to the tens column and took 1 away from the hundreds column if
needed.

Subtract in the tens column

We will know if the student completed this step if they subtracted the
tens column.