Pirate Math
Overview
Focus
Specific Skills
- Algebra
- Basic Math Operations
- Number Sense
- Word Problems
Program Length
2nd grade: 39 30-minute lessons over 13 weeks. 3rd grade: 48 25-30-minute lessons over 16 weeks.
Program Description
Pirate Math comprises whole-class (Tier 1 or primary prevention) and small-group (Tier 2 or secondary prevention) levels of word-problem instruction for use with students at 2nd and 3rd Grade instructional levels. The focus of Pirate Math is single-digit and double-digit word problems of three types: total problems (where parts are combined to result in a total), difference problems (where quantities are compared to result in a difference), and change problems (where an event happens to change a starting amount, which results in an ending amount). All teacher-directed lessons prepared as scripts to help convey instructions to the class.
Visit Program WebsiteCost
Pirate Math whole class program manual unit price is $85.00. Additional materials, professional development, and technical support may be purchased separately.
More Pricing DetailsDemographics & Delivery
Intended Population
- Core
- Intervention
Grade
- Elementary School
Intended Group Size
- Small group
ELL/DLL
- Partial
Multisensory Applications
- Unspecified
Computer-Based Delivery
- None
Scripted
- Instructor Scripted
Program Specifics
Comprehensive or Skill Specific
- Skill Specific
Placement Tests
- No
Accelerated Learning
- No
Assessment to Monitor Skills Mastery
- Unspecified
Error Correction Built In
- Yes
Fidelity Measures Provided by Publisher
- Unspecified
Research & Evaluation
Research Summary
A literature review revealed several peer-reviewed studies examining Pirate Math. Generally, participants in these studies who received the Pirate Math intervention out-performed control groups across some math domains. One study found that Pirate Math enhanced word problem skill as well as fluency with number combinations, procedural computation, and algebra.
Study Citations
Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. (2008). Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties. Exceptional Children, 74(2), 155–173.
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., … Zumeta, R. O. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. Journal of Educational Psychology, 101(3), 561–576. doi:10.1037/a0014701
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2010). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. Learning and Individual Differences, 20(2), 89–100. doi:10.1016/j.lindif.2009.09.003
Evidence Base (ESSA)
- Strong
Evidence-Based Practice (EBP)
- Promising practice