| 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 calculators 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 frequent
practice but in small doses (two -15-minute
sessions per day). Have them chart their progress. |
Use calculators and hand held
talking calculator, and allow
extra time in testing. |
| 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 them 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
learn 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 do them. |
Pocket-sized addition and
multiplication tables and lists, of
frequent formulas, and reference
sheets of fraction to decimal
conversions. Access hand held
calculators. |
| 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 them become aware of this challenge -
encourage the review of work and doublechecking
of information. Have learners practice
tracing numbers that they reverse or misread.
Build in self-monitoring strategies. In most cases
they understand the concepts but make mistakes
with their calculations. Encourage learners to
circle the symbols. |
Use matrix paper to keep
numbers aligned, and develop a
list of common errors made to
use when checking over their
work. Enlarge the symbols.
Access talking calculators or on
screen computer calculator
programs with speech synthesis.
Use large display screens for
calculators. Use computer
software. |
| Leaves out steps in math problem-solving
and does them in the
wrong order. Can't 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
them 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. |
Allow extra time; reduce
the number of problems
to avoid overloading
memory and attention
span. Provide
photocopied outlines for
budgeting. |
| Doesn't translate real-life
problems into the appropriate
mathematical processes. Avoids
employment situations that
involve this set of skills.
|
Have learners practice the operations needed and
have them make up their own word problems
from number statements. This helps learners to
understand how the language is structured.
Highlight the key words, numbers and/or
calculations. Alter instruction i.e. give the
answers and allow the learner to explain how the
answer was obtained. Help the 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. |
Use pocket sized
addition and
multiplication tables and
lists of frequent
formulas, reference
sheets of fraction to
decimal conversions.
Have guides that list the
various math symbols
and their meaning (both
symbol and written). |