This study compared the effects of two methods of instruction on the mathematical algorithms for solving linear equations employing as participants high school students identified as having mild-mental handicap. The students received instruction on the mathematical algorithms for solving linear equations. Implementing a multielement design, the participants were taught with different methods on a random schedule, alternating between using manipulative materials and not using them. Correct response data from daily criterion-referenced tests were tabulated and graphed to allow visual inspection of both treatment effects. Comparisons were made to determine solve linear equations seen by the increase in test scores from the baseline data on each student's graph. The method using manipulative materials was shown to have a greater effect on the female participant.