The purpose of this study was to examine the effects of Direct Instruction Mathematics formats to teach basic math skills. The participant in this study was a third grade girl who qualified forspecial education services in both math and reading. Several math skills were taught during the course of this study, including writing hundreds numbers, writing hundreds numbers in expandednotation, and completing two-digit addition problems with renaming. The research was carried out at a small, public, urban elementary school in the Northwest. The results indicated that the use of Direct Instruction substantially increased student performance on basic math skills.