| Uses a calculator or counts
on fingers for answers to
simple problems; e.g. 2 x 5.
|
Make use of regularities in the number system such as
2, 5, 10's, show short cuts to memorizing the
multiplication table i.e. 2x 5 = 10 then 5x 2 = 10. Build
on existing knowledge and work from what learners
know: 2 x 6 = 12 then 3x 6 = 12 + 6 = 18. Encourage
them to use the calculator but help them build their
estimating skills, so that they can recognize if an error
has been made while inputting the numbers if the
answer seems incorrect on the calculator. Provide
practice frequently but in small doses (two - 15 minute
sessions per day). Have them chart their progress. |
| Can't do math in his/her
head and writes down
even simple problems. Has
difficulty making change. |
Build in real life manipulative to do basic math
problems. Provide learners with strategies to make
change. Show that math problems can be approached
in many different ways - adding or subtracting. Use a
multi-sensory approach. Try to teach as many ways as
possible of solving a given type of problem, so that if
they forget one way, they will have an alternative. For
example, 3 x 4= 2 x 4 + 4. A game-oriented approach to
fact learning may be productive. For example, using
number cards or dice pick a sum (addition) or a
product (multiplication) and see how many different
cards or dice can be used to create that answer.
Practice with real money, writing down the problems
and responses as they are completed. |
| Confuses math symbols.
Misreads numbers.
Doesn't interpret graphs or
tables accurately. May
make careless mistakes in
written work. Has trouble
maintaining a chequebook. |
Help learners become aware of this challenge -
encourage review of work and double-checking of
information. Practice tracing numbers they reverse or
misread. Build in self-monitoring strategies. In most
cases learners understand the concepts but make
mistakes with their calculations. Encourage the learner
to circle the symbols. |
| Leaves out steps in math
problem-solving and
does them in the wrong
order. Cannot do long
division except with a
calculator. Has trouble
budgeting. |
Teach problem-solving steps to use with each math
problem: read and understand the problem; look for the
key questions and recognize the important words; select
the appropriate operation; write the equation and solve it.
Help learners chunk the information into smaller units.
Use mnemonics for long division to help remember the
steps. Model manipulation so that learners understand
that math problems can be looked at in a number of ways.
Use real-life situations to understand the meaning.
Continually model that concrete materials can be moved,
held, and physically grouped and separated - this
provides more vivid teaching tools than a pictorial
diagram or grouping. |
| Doesn't translate real-life
problems into the
appropriate
mathematical processes.
Avoids employment
situations that involve
this set of skills. |
Practice what operations are needed and have learners
make up their own word problems from number
statements. This helps learners to understand how the
language is structured. Highlight key words, numbers and
/or calculations. Alter instruction, i.e. give the answers
and allow learners to explain how the answer was
obtained. Help learners with auditory disabilities visualize
the word problem, i.e. if the problem mentions two cars at
different prices, have them draw the cars with the prices. |