Overall MILE Math Goals for 4 sessions
Sessions 1-4
 Sessions 5-8  Sessions 9-12 
Sessions 13-15

Student: ______________________ MILE Instructor: _________________ Date: __________
At the end of the 4th 8th 12th 15th session (circle one) student will be able to:
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
Curriculum pages and materials to be used:
Session #
Curriculum page(s)
Materials
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
At the end of the 4 sessions the following
Goals were reached: ___________________ (need to be occasionally reviewed for permanence)
Goals were not reached: ________________ and need to be carried over into the next period of 4 sessions
1
MILE Math Lesson Plan – Session # _____________
Student: ______________________ MILE Instructor: _________________ Date: __________
Math objectives for the lesson:
1. ____________________________ Reached: Yes No (circle one)
2. ____________________________ Reached: Yes No
3. ____________________________ Reached: Yes No
Targeted skills for the lesson: (for instance a cognitive foundation skill, or a behavior skill)
1. ____________________________ Reached: Yes No (circle one)
2. ____________________________ Reached: Yes No
3. ____________________________ Reached: Yes No
Note: objectives and skills not reached need to be revisited in the next session using curriculum pages in the
same categories
Curriculum Page
Materials to be prepared
Link this lesson with previous session:
What was the lesson? ____________________________________________________________
What needs to be repeated? _______________________________________________________
PART 2
After the session:
Comments on session (what worked well – what did not work well – what to pay attention to next session)
______________________________________________________________________________
______________________________________________________________________________
What needs to be carried over into the next session: ____________________________________
2
How to use the use the Overall MILE Math Goals, and
the MILE Math Lesson Plan
The MILE program is based on a metacognitive approach which offers an opportunity to help the child understand math,
rather than rote-learning a set of rules. In many cases memory is compromised, so rote-learning is not an optimal
solution to learn math. Helping students understand how math works, through careful use of questioning and
prompting, gives them an opportunity to learn to figure out things. Given the specific approach of the MILE program, it
is necessary to receive training to become a MILE instructor. Training is offered through Emory University.
Setting goals for a 4-week period
Even though the program may be longer than 4 weeks, it is important to set goals for shorter periods of time. The
reason for this is that one never knows how the student will respond to the goals. The goals may prove to be set too
high, or too low. In both cases, subsequent goals need to be adjusted to the level of the student. It may take a few
weeks to get to know the student, so goals should not immediately be re-set, especially when they appear too low.
Often a child may be able to give the correct answer to a math problem, which may give the impression that they “know
it”. However, when questioning them on how they came to give that answer, they have no clue. Because the intention
of the MILE program is to help the child understand the math problems, the goal that appears too low needs to be
maintained until the understanding is there.
The initial goals are usually based on some type of math assessment the student received. Subsequent goals need to be
set according to how the child performed on the previous ones. When setting goals it is important to start with the most
basic math skills so that a solid foundation can be built. For instance, if a child has difficulty with multiplying two 2-digit
numbers, as well as difficulties with subtraction and addition, addition needs to be addressed first.
The goal sheet has a section for “Curriculum pages and materials to be used”. This is a tool for the instructor to plan
ahead, and to thoroughly get familiarized with the goals for the student. It also saves time when the individual lesson
plans are created. The curriculum pages were specifically designed for the MILE program and come as a CD with the
MILE manuals.
MILE Math Lesson Plan
For each MILE session a lesson plan needs to be made in order to stay focused on the overall goals for the student.
These overall goals are broken down into observable objectives and targeted skills in each session. For instance, if the
overall goal for a child is to develop number sense for the numbers from 1 to 10, an observable objective could be that
the child recognizes 8 to be a higher number than 5. A targeted skill could be to have the student know what comes
between two numbers, such as 4 and 6. In other words, the child needs to develop an understanding of the word
“between”.
Preparing materials for each session becomes easy when the sheet for the 4-week goals has been prepared carefully.
When preparing the lesson plan it is important to link it to the previous session. For that purpose part 2 of the sheet has
to be completed and the notes need to be used to prepare the lesson plan for the next session.
MILE Training
For information on training to become a MILE instructor please contact Elles Taddeo, EdD, at etaddeo@emory.edu.
3