INDIVIDUALIZED PRESCRIBED INSTRUCTION (IPI), DESIGNED FOR GRADES 1-6, IS A SEQUENTIAL MATHEMATICS CURRICULUM IN WHICH EACH OBJECTIVE IS A DESCRIPTION OF SOMETHING A STUDENT SHOULD BE ABLE TO DO. EACH OBJECTIVE IS A PREREQUISITE TO THE LEARNING OF A LATER OBJECTIVE. STUDENTS ARE TESTED FOR MASTERY OF OBJECTIVES AND THEN PLACED SO THAT THEY ARE STUDYING SOMETHING NOT YET LEARNED BUT SOMETHING FOR WHICH THEY HAVE ALL THE PREREQUISITES. CONSIDERATIONS WHICH SHAPED THE SEQUENCE OF OBJECTIVES DISCUSSED ARE (1) THE COMMITMENT TO THE NEW MATHEMATICS, (2) THE NEED FOR AND THE STRENGTH OF OBJECTIVES, (3) THE EFFECT OF INDIVIDUALIZED INSTRUCTION UPON CURRICULUM PREPARATION, (4) SUBJECT MATTER ACCURACY AND LOGICAL PROGRESSION, (5) THE USE OF MEMORIZATION AND MASTERY IN THE MATH CURRICULUM, (6) LEARNING THEORY AND EDUCATIONAL EXPERIMENTS, (7) TESTING REQUIREMENTS, (8) INTERACTION BETWEEN LESSON WRITERS AND THE NEW CURRICULUM, (9) THE EFFECT OF A DEVICE (A LANGUAGE MASTER) FOR COMMUNICATING WITH NON READERS. SOME CHILDREN MAY NOT BE ABLE TO LEARN AS WELL BY INDIVIDUALIZED INSTRUCTION AS IN A CONVENTIONAL CLASSROOM. ONE-DAY-A-WEEK, CLASS ACTIVITIES IN A MATHEMATICS SEMINAR WAS THE APPROACH USED TO OFFSET THIS POTENTIAL PROBLEM. ACHIEVEMENT RESULTS FOR THE SCHOOL YEAR 1964-1965 SHOW WIDE RANGES OF ACHIEVEMENT FOR INDIVIDUAL PUPILS. THE FIRST GRADE CLASS SEEMS TO HAVE MADE DOUBLE THE NORMALLY EXPECTED GROWTH. A SUGGESTION THAT HAS MANY POTENTIALS IS THE USE OF COMPUTER ASSISTED INSTRUCTION WITH INDIVIDUALIZED INSTRUCTION. (HH)