Instructional Program

Name of student: Student R

Initiator: Nicole Beck

Context for Instruction: The location for this instructional program will take place in a self-contained geometry class. Student R will be sat in the hallway at a table with one instructor. This instruction will take place every Tuesday and Thursday. We will be working on solving complex equations that involve simplifying and combining like terms.

Program Objective: When given an assessment with complex equations (2 variables included and variables on both sides of equation) R will simplify and solve for the variable by combing like terms with 95% accuracy for 3 out of 3 probe trials.

Generalization: In order to increase generalization we will make sure that R has mastered his steps that he has learned. We will then start to put equations that involve combining like terms into there weekly work and into their warm ups. By teaching these properties and steps in their natural setting R will hopefully be able to solve these equations in a variety of settings.

Maintenance: R will receive a warm-up at the beginning of class each day that includes an equation that must be solved by combining like terms. The entire class receives these warm ups and it is an excellent way to see if the student is maintaining the skills that he has learned throughout instruction. If R does not seem to be maintaining the information (not being able to correctly complete the warm up) he will be given review lessons so that he can be reminded of the steps he should take in order to solve these problems.

Rationale: A big part of math classes after algebra is solving equations. Most of these equations will use several variables, which will then require the use of combining like terms in order to solve them. Since R is only a sophomore, he is going to take more math classes and mastery of this skill is crucial in order for him to be successful in those courses.

Assessment Procedures: 1. R is brought into the hallway 2. R will be given an assessment that consists of two sections. a. The first section will consist of 4 problems where he must simplify the equation. Two problems will have two variables in included in the problem (9a + 2a +2b) and the other two problems will consist of three variables (5+7y+3+4y+2x). b. The second section will be comprised of three problems. The first problem will have one variable on one side that needs to brought over to the other side to solve (2x+6=4x-2). The next two problems require R to combine like terms on one side of the equation before being able to solve the equation (-3+4x+3x=15+3). 3. R will be given 15 minutes to complete the assessment. 4. Once 15 minutes is up, collect the assessment 5. Mark which problems he got right and wrong 6. Add data to the graph

Assessment Schedule: R will be assessed during the last 15 minutes of class every other Friday. He will be given 15 minutes to complete the assessment. Data will be collected depending on how many problems he receives correct on each section.

Instructional Procedures: Instruction will occur during 6th hour every Tuesday and Thursday. Part I

For the first 2 weeks of instruction or until R reaches mastery, we will focus on combing like terms when given different variables and numbers. For example he will be given a problem such as 2a+4b+3a and asked to combine whatever terms he can. The first day of instruction we will go over what exactly it means to combine like terms. Explain to R that only numbers that have the same variable connected to it can be combined. For example in the equation 2x+3+4, you would only be able to add together the 3 and the 4. We will work on this skill until R can show that he can accurately combine like terms.

Part II After R has mastered the skill of combining like terms we will move on to using this skill in order to solve equations. We will be using forward chaining in order to get R to master his goal. R will be taught all of the steps and then we will work on mastery of the first step. While working on mastery of the first step, I will model the rest of the steps for R. Once R has reached mastery of the first step, we will move on to mastery of the next step and so on. The following are the steps that R will be taught: 1. Focus on one side of the equation 2. Look to see what different kinds of variables you have 3. Combine any like terms that you see on that side 4. Once all like terms have been combined on one side, focus on the other side of the equation 5. Look to see what variables you have on the second side of the equation 6. Combine any like terms that you see on that side 7. Once all like terms have been combined on that side, get all of the variable terms to one side of the equation and all of the numbers without variables to the other side 8. Look to see if any like terms can be combined 9. Divide or multiply to isolate the variable 10. Plug your answer into the variable to check and make sure that your answer makes sense

Reinforcement R will receive verbal praise after and during the entire lesson (i.e. good job, awesome job). While completing the given equations R will receive specific praise based on how is solving the problem.