Current mathematics researchers emphasize three areas of mathematical abilities. They are procedural knowledge, procedural flexibility, and conceptual knowledge (Kilpatrick, Swafford, & Findell, 2001; Rittle-Johnson & Star, 2007; Bottge, Rueda, LaRoque, Serlin, & Kwon, 2007). Procedural knowledge is the understanding basic skills or the sequence of steps needed to solve math problems. Procedural flexibility is knowing the many different ways in which a particular problem can be solved. Since I teach my students a variety of ways to solve a math problem, they can pick the best one that they remember in order to solve the problem. If students know how to solve a problem more than one way, then they have a have a good sense of procedural flexibility.…show more content… The RTI models share the same objectives in math. For example, Tier 1 instruction, with an emphasis on primary prevention, requires teachers to provide evidence-based instruction to all students. Tier 2 focuses on supplemental instruction that provides differentiated instruction to meet the learning needs of students. Tier 3 emphasizes individualized intensive instruction. The ultimate goal of the RTI model is to reduce the number of students in successive tiers and the number of students receiving intensive instruction. The groundwork for the success of this model is the effectiveness of the instruction provided in Tier…show more content… The recommendations, describe how the practice should be done for RTI. For explicit instruction on a regular basis, any teaching of a new procedure or concept, teachers should begin by modeling and thinking aloud and working through several examples. The teacher emphasizes student problem solving using the modeled method, or by using a model that is consonant with solid mathematical reasoning. When the students know how to use the model independently, then they are successful in solving math problems. While modeling the steps in the problem, on a board or overhead, the teacher should verbalize the procedures, note the symbols used and what they mean, and explain any decision making and thinking processes. An example of this is, “That is an equal sign. That means I should make sure the numbers are the same on both sides of the equal sign. In teaching multiple instructional examples, teachers need to spend some time on planning their mathematics instruction, in particular on selecting and sequencing their instructional examples. For instance, students need to be taught all the possible variations. In my opinion, students who have a challenge in understanding