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StandardCraft
NYS-Aligned Classroom Resource
IDEA 2004 / 8 NYCRR Part 200 — NYS Special Education Regulations
Cross-Content SDI & IEP Support Grade 5 3-5 SDI Planning Frame

Math Problem-Solving Frame: A Structured SDI Routine for Word Problems

Duration: Ongoing — instructional routine · IDEA 2004 / 8 NYCRR Part 200 — NYS Special Education Regulations

Alignment Record

Built from publicly available New York State standards. Standard codes cited from official NYSED sources.

8 NYCRR 200.4(d)(3)
Specially Designed Instruction (SDI): Adapting the content, methodology, or delivery of instruction to address the unique needs of a student with a disability, to ensure access to the general education curriculum.
Source: 8 NYCRR Part 200, Section 200.4(d)(3) — NYS Office of Special Education / nysed.gov
8 NYCRR 200.1(ww)
Supports addressing a student's educational performance include instruction in metacognitive and self-monitoring strategies.
Source: 8 NYCRR Part 200, Section 200.1(ww) — NYS Office of Special Education / nysed.gov
Confidence: High Confidence Automated validation + founder oversight
#grade 3-5#SDI#math problem solving#word problems#metacognition#IEP#special education#dyscalculia#8 NYCRR 200#MLL
Classroom use case

Use this resource for classroom instruction, small-group support, intervention, enrichment, independent practice, or planning support. Preview the alignment record before choosing whether to spend your signup credit.

Preview content
  • SDI Planning Frame for Grade 5 Cross-Content SDI & IEP Support
  • NYS framework label: IDEA 2004 / 8 NYCRR Part 200 — NYS Special Education Regulations
  • Primary standard: 8 NYCRR 200.4(d)(3)

Math Problem-Solving Frame: A Structured SDI Routine for Word Problems

Grades 3–5 · Cross-Content SDI · NYS 8 NYCRR 200 / IDEA 2004 · SDI Planning Frame

Teacher Note: This is a reusable instructional routine (SDI methodology) for students whose IEPs identify needs in math problem-solving, working memory, or self-monitoring. It keeps students in grade-level math while structuring HOW they approach the problem.

Regulatory Foundation

8 NYCRR 200.4(d)(3) — SDI adapts methodology/delivery for access. 8 NYCRR 200.1(ww) — Supports include metacognitive and self-monitoring instruction.

The “U-P-S-✓” Problem-Solving Frame

A consistent four-step routine students internalize over time:

StepPromptWhat the student does
U — Understand”What is the problem asking?”Restate the question; underline the question sentence
P — Plan”What operation and steps will I use?”Identify known/unknown; choose a strategy (draw, model, equation)
S — Solve”Show my work step by step.”Carry out the plan; label units
✓ — Check”Does my answer make sense?”Estimate; reread the question; check the label

Student Frame (reusable)

Problem: ____________________________________________________________

U — What is it asking? ________________________________________________ P — My plan / strategy: _______________________________________________ S — My work:

(work space)

✓ — My answer + does it make sense? ___________________________________

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

  • Pre-teach math operation vocabulary with visuals (sum, difference, total, each)
  • Provide a worked model in the same structure
  • Allow drawing/modeling as the “Plan” step

Transitioning/Expanding (NYSESLAT Levels 3–4):

  • Word bank of signal words (“in all” → add; “left” → subtract)
  • Sentence frame: “The problem is asking ___. I will ___.”

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

  • Content: Reduce numbers/steps while keeping the grade-level concept; provide a partially completed frame
  • Methodology: Consistent U-P-S-✓ routine builds independence; think-aloud modeling first
  • Delivery: Read problems aloud; allow manipulatives, number lines, or a calculator per IEP; extended time

Data: Track which step breaks down most often to target instruction and document IEP progress.

Suggested Placement: General Education, ICT, Resource Room, Self-Contained

Alignment Record

FieldValue
Regulatory Codes8 NYCRR 200.4(d)(3); 8 NYCRR 200.1(ww)
FrameworkNYS Special Education Regulations / IDEA 2004
Sourcenysed.gov — NYS Office of Special Education; 34 CFR Part 300
ConfidenceHigh Confidence
Validation NotesStructured, metacognitive problem-solving routines are an evidence-based SDI methodology for students with math-related disabilities. Regulatory citations confirmed. Frame is teacher-reference SDI material, not a legal IEP document.
Why teachers can trust this resource
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Original resource
Created as an original instructional support — not copied from marketplace content.
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Built from publicly available NYS standards
Standard codes and text sourced from IDEA 2004 / 8 NYCRR Part 200 — NYS Special Education Regulations — a publicly available official framework.
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Validated for classroom use
Checked for instructional clarity, classroom usability, and standards connection through automated validation and founder oversight.
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Alignment notes included
The alignment record above explains how this resource connects to the relevant NYS framework, with the exact standard code and source.
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Designed for classroom use
Supports whole-class instruction, small-group work, intervention, enrichment, independent practice, and planning support.
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No student data required
Teachers download and use this resource without entering student personally identifiable information.
Resource ID: SC-077 · StandardCraft NYS Resource Library v1.0
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Independence notice: StandardCraft is an independent resource platform and is not affiliated with, endorsed by, or sponsored by the New York State Education Department (NYSED). This resource is original content aligned to publicly available NYS standards. It is designed to support classroom planning and instruction and does not replace district curriculum, school-approved instructional programs, or teacher professional judgment.
StandardCraft — Original, educator-built resource aligned to publicly available IDEA 2004 / 8 NYCRR Part 200 — NYS Special Education Regulations. Resource ID SC-077. Standard codes are cited from official NYSED sources. StandardCraft is independent and is not affiliated with, endorsed by, or sponsored by the New York State Education Department (NYSED). This resource supports — and does not replace — district curriculum, school-approved instructional programs, or teacher professional judgment.