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# Instructional Program Student: Hume Skill: Math word problem solving Instructor: Joel Wright Program Objective: During

assessments in his math class, Hume will be able to solve a math word problem at the 4th grade level and will be able to identify and describe all 7-steps of the process by which he solved it. He will be able to complete this objective with 100% accuracy on three consecutive assessments. Skill Sequence: This skill will be taught alongside math computation skills, especially the use of fractions and basic operations. It follows the mastery of single and double-digit computation in the basic four operations (+,-,*,/) and precedes pre-algebra and constructing algebraic equations. Rationale: The rationale behind teaching this skill is to improve the students ability to not only solve math problems, but to be able to rationalize the heuristic or strategy used to reach a solution and to be able to explain the steps entailed in reaching that solution. The two key reason why this skill ought to be taught are: 1) Academically, it is a part of the 7th grade math curriculum and is aligned with the common core state standards (cf. 7.EE.4a-7.EE.4b) and 2) Functionally, this skill applies to multiple future environments and needs, including vocational, domestic, and leisure environments. Context for Instruction: Assessment and instruction for Hume will occur during his 2nd hour 7th grade math class. Instruction will occur in the classroom, and will be a part of the naturally occurring routine, taking part as a part of the morning warm-up activities. The other students in the class will also be participating, and the lesson will be presented as a part of the course instruction. Mr. Wright will be leading instruction. Instruction on solving word problems will last approximately 20 minutes per day, four days per week, with a 30-minute assessment taking place once per week. Instructional Procedures: Instruction will be an adaptation of the Solve It! method for math instruction. Students will learn to paraphrase problems by putting the problem into their own words and visualize problems by developing schematic representations of them. (Montague et al, 2011) Emphasis will be placed on selecting strategies that work with the students needs and abilities, and on approaching problems not as word problems but as world problems, i.e., as functional problems that have real-world solutions and applications. The students will be instructed to solve word problems using a 7-step checklist (task analysis) adapted from the Solve It! Curriculum. The seven steps are as follows: