## (For kids who struggle with math, and need alternative teaching techniques)

1.) Teach math processes “in-depth” by using booklets comprised of all of one kind of math process (Addition, Subtraction, Multiplication, Division, Fractions, Decimals, Percents, Pre Algebra, etc). This way a child who is more “brittle” in math has the opportunity to learn a concept inside and out, before having to learn another concept. These booklets can often be purchased at any local book store…or Wal Mart. Each booklet takes about 4-6 weeks to complete. Math programs that have much repetition of many different math processes in each day’s lesson are very hard for children who are brittle in math, and should be avoided if possible. Instead, to help them remember the various math processes, teach it with color, humor and story, and put the paper on the wall up high, where their photographic memory can take a picture of it for easy storage and retrieval. This may seem like a strange thing to do at first, but it is very effective for struggling learners who have not experienced success with other teaching methods. Spectrum math books at the child’s grade level, will give you an idea of what you want to cover for the year, using smaller booklets and Right Brain strategies to teach the processes. Spectrum math books can be purchased at any book store or www.homeschool-book.com. When using the Spectrum books, however, omit the money, measurement, time, money units at first, until their calculation is easy.

2.) Spend more time giving your child good “scaffolding” for getting to the answer, rather than only memorizing math facts. Remember to ‘model, model, model’, before you have your child work on his own. He needs to SEE YOU do it many times, Preferably with a colored marker in your hand!

## Multiplication Facts

6545 3432 +5434 |

place the first column in blue, the second in red, the third in green, and the fourth in orange. Place a blue line under the blue column, a red line under the red column, a green line under the green column, and an orange line under the orange column. Place a black line under the plus sign because that represents an extra parking place. When the child adds, he will count up the dots, and, if the answer is two digits, puts only one of the digits on the blue column, while the other one goes flying to eat at the next door neighbor’s house. Continue this process throughout the addition problem. Sometimes when a child has a real spatial (left/right) problem, I will have him write both digits on the right edge of the paper, and underline the one that stays (the one closest to the edge of the paper), and the one that flies to the neighbor’s. This usually only needs to be done for a short time until the child “sees” the placement in his head.

13— – — – -8 – 5 |
11— – — – -7 4 |
15— – — – -9— – 6 |

The big brother is upstairs (13, written in blue). He has left something downstairs but is too lazy to go downstairs to get it, so he sends his little brother (the 8, written in red) to get it. His little brother, the 8, doesn’t like being downstairs by himself, so he runs up the stairs as fast as possible to get to his big brother. We’re going to help him get up the stairs by making stair marks, or dashes, “two by two like Noah’s Ark.” Put a dot on the 8 as you say his name then make a “stairs mark, a dash” for each stair that he runs up. When you get to his brother, shout his name in your head, so you’ll know where to stop. Count the number of stairs you went up, and that is your answer. As the child practices this, he will begin to see patterns in the dashes, or the stairs. After a while he won’t need to count at all. But, on days when he is tired, this is a good “fall back” to do to get the subtraction done.