Interventions:

Basic Math and Math Problem Solving

Basic Math Try this strategy

Student is struggling with basic 1. Provide careful instruction. Be patient when explaining
math facts. How should you concepts and allow ample time for guided instruction.
approach their needs? 2. Closely monitor their progress and communicate needs.
3. Try a variety of interventions and be persistent. The student
needs to have consistent exposure to the intervention in order
to make progress.
4. A combination of direct instruction and strategy instructio n will
provide the best results.
5. Set goals for the student to monitor.

Student is having difficulty with 1. Print out a worksheet that has 100 basic math problems.
basic math facts 2. Set a timer for 5 minutes.
3. The student needs to complete as many problems within the 5
1. Drill Method minutes correctly.
4. The student needs to complete 80% of the problems correctly
in 4 out of 5 trials to advance.
5. Have the student track their progress by using a chart.

Student is having difficul ty with 1. Sign up for iPass program.

basic math facts 2. Encourage the student to complete 30 minutes of iPass per
appointment time before testing on any assignments.
2. Computer -assisted Method 3. iPass provides immediate feedback and is set to the student’s
academic level.

Student is having difficulty with 1. Provide the student with a pocket -sized multiplication chart
basic multiplication facts. that includes all products from 1 -12.
2. Identify areas of strength and communicate them to the
3. Multiplication Chart student.
3. If the student has mastered the 2’s, for example, feel free to
block them out on the multipl ication chart.
4. Blocking out mastered facts will allow the student to focus on
their needs.

What should I do to provide 1. Break down a task into small steps.

direct instruction? 2. Administer mini-tests to chart progress.
3. Provide feedback repeatedly.
4. Provide the student with a picture or a diagram presentation.
5. Allow time for independent practice.
6. Model the skill for the student so they know how to complete
the problem.
7. Use manipulatives if necessary.

How can I provide strategy 1. Allow the student to use flash cards.
instruction? 2. Allow the student to use a multiplication chart.
3. Allow the student to access manipulatives to assist with
homework.
4. Give the student access to a number line.
5. Provide the student with a chart that shows place -value.

Adapted from Evidence-Bas e d Academic Interventions by B. Wendling & N. Mather (2009). 1

 Math Problem Solving Try this strategy

Student is struggling with math 1. Clarify your objectives.

problem solving. 2. Focus on one skill or concept.
3. Use manipulatives, diagrams, and pictures.
4. Review prerequisite math skills.
5. Provide immediate feedback and correction if needed.
6. Use a vocabulary word bank to organize key terms.

Encourage your students to Good Problem Solvers...

develop these key 1. Use a variety of strategies, including self -monitoring strategies.
characterisitcs. 2. Read the problem for understanding (reread as necessary)
3. Paraphrase the problem
4. Identify key information by highlighting, underlining, etc.
5. Ask themselves “what is the question, what am I looking for?”
6. Estimate the answer.
7. Compute and check the answer.
8. Use math language when discussing problems.

Student feels overwhelmed with 1. Break the workbook into mini -packets. Give the student 2 and
the math workbooks. keep the rest.
2. Identify key concepts and model how to complete the problem.
3. Provide time for the student to participate in guided practice.
4. Set goals and dates for each mini -packet of math.
5. Correct the problems and ask the student to redo anything that
was incorrect. Use this opportunity to reteach the concept.
6. Track the goals and use positive reinforcement.

Tips for teaching problem 1. Teach specific strategies.

solving 2. Use think-aloud techniques and involve student input.
3. Provide guided practice before independent practice.
4. Allow time to practice strategies regularly.
5. Have student verbalize their understanding and rationale of the
strategies they employ.
6. Use diagrams and hands-on materials to aid problem -solving.

Strategies to teach problem 1. Draw a picture, make a model, or act it out.

solving. 2. Work backwards from the answer.
3. Make a table of systematic list.
4. Guess, check, and revise.
5. Look for a pattern.
6. Solve a simpler, related problem.
7. Break it down into subordinate problems.
8. Eliminate possibilities.
9. Use algebra.

Self-regulating strategies to help Say, Ask, and Check

with math problem solving 1. Say: Read the problem. If I do not understand, read again.
2. Ask: Have I read and understood the problem?
3. Check: Be sure I understand as I solve the problem.

Adapted from Evidence-Bas e d Academic Interventions by B. Wendling & N. Mather (2009). 2

 Interventions:
Basic Math and Math Problem Solving
Acronyms and Mnemonics Try This Strategy

STAR Helps students to recall the steps used to solve word problems or
equations using integers.

STAR
1. S = Search the word problem
2. T = Translate the words into an equation
3. A = Answer the problem
4. R = Review the solution

DRAW Helps student to solve problems involving addition, subtraction,

multiplication, and division.

DRAW
1. D = Discover the sign (find, circle, and say the name of
the computational sign)
2. R = Read the problem
3. A = Answer or draw tallies and/or circles and check your
answer.
4. W = Write the answer.

ORDER Helps students remember which operation should be solved first

when learning to solve multi -operation problems.

ORDER
1. O = Observe the problem.
2. R = Read the signs.
3. D = Decide which operation to do first.
4. E = Execute the rule of order Many Dogs Are Smelly x,
/, +, -
5. R = Relax, you’re done!

PEMDAS Helps students remember the order of operations.

PEMDAS
P = Please (Parentheses)
E = Excuse (Exponent)
M = My (Multiplication)
D = Dear (Division)
A = Aunt (Addition)
S = Sally (Subtraction)

Adapted from Evidence-Bas e d Academic Interventions by B. Wendling & N. Mather (2009). 3