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 weaker 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 and can take about four-to-six weeks to complete. Math programs that have much repetition of many different math processes in each day’s lesson are very hard for children like this and should be avoided if possible (ie Saxon, A Beka).

         Spend more time giving your child good “scaffolding” for getting to the answer rather than only memorizing the math facts.

         Teach the multiplication facts in a unit with colors and pictures (we have the Bornstein math story cards available). Put the stories/cards up high so the child’s eyes can see them, such as at the breakfast table. Memorize about five of the hard multiplication facts each week, taking pictures of them every day, as we do with the spelling technique.

         If your students are still using fingers to add, then give them a way to see their fingers directly on the numbers. We teach this by using touch/visual math cards, which you can either buy them or make them yourself. For example, the number “5” has five dots on it in color with a funny story to remember the placement of the dots. By using this picture-taking method, when the child sees a “5” on a math sheet, he or she will automatically see the invisible dots and add easily.

         If your child has spatial problems and has difficulty adding with multiple columns, then put each column in color. For example:

6545   3432 +5434

         In this problem, 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 or she 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 spatial (left/right) problem I will have him or her 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 or her head.

        Many children who may otherwise be okay with math have not found an efficient way to do subtraction which slows them down tremendously in their daily work. Any time a child is struggling, abandon the black and white auditory instruction route and use “visual Velcro” that is more right brain, thus more easily-stored in the long-term memory. I teach subtraction for a child who has not easily memorized the facts this way:

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 stair mark/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 or she will begin to see patterns in the dashes/stairs. After a while he or she won’t need to count at all. On days when he or she is tired, this is a good fallback to do to complete subtraction problems.

         Instead of doing a few word problems every day, get a booklet that only contains word problems. Do them together, with you, the teacher/parent, doing most of the work, modeling for your child how to do it. Remember that modeling is the most powerful way of teaching. We model it so many times that the child literally pulls the pencil out of our hand to do it him or herself. We can be assured that he or she knows it by that time. Don’t quiz until the child has firmly developed the technique: only quiz when you know the grade will be an A+.

         When doing word problems, always make a picture of the problem. At first, think aloud how you would reason through the problem. Make pictures with stick figures as you go. Then, solve the problem. If the problem involves large numbers or fractions, first change the large numbers to smaller numbers. It’s much easier to see the process when little numbers are used. Once the process is understood, then the larger numbers can be placed in the problem. Rich pictures and color are the key to understanding how to figure out word problems.

         Make templates of the math processes as you teach them. For example, if you are teaching multiplying by three digits, place the bottom three digits each in a different color. Each color takes its turn with the top numbers, then you add them. After you teach this concept with color and story, put the example that you taught up high so the child can always refer to it if he or she gets stuck the next time he or she sees the problem in the workbook. Make sure that you have the problem made very large and with much color. Use magic markers that are not very vivid, not colored pencils.

         Do a good deal of practice problems on a white board using different colors when the child is first learning them. Do the problems in the workbook when the process is firmly cemented.

         Any math workbook will work as long as you are using these friendly teaching techniques. Make sure that the workbook has big spaces to write in and few review problems, which confuse these children. Instead of review in the math workbook pages, we have a rich representation, or example, of each kind of problem put up high like the alphabet strips so the child can readily refer to it. The color and pictures will soon help him or her store it in his or her long-term memory. We call these rich examples, templates. There are many simple, inexpensive math workbooks that fulfill this requirement that can be purchased at discount stores.

         These children are weak in math because of a processing glitch, so do not make judgments about their learning ability compared to their siblings, who may learn facts in their sleep. Continue to use pictures, color, stories, and modeling and you will have happy students. There is more than one way to learn math. Memorization is only one way, not the only way!

1. Exercises
2. Decoding Practice
3. Dictation
4. Sight Words
5. Pre-Reading
6. Oral Reading
7. Reading Comprehension Training

1. Writing 8 Exercise
2. Handwriting Exercise
3. Spelling
4. Paragraph Writing
5. Grammar
6. Vocabulary

1. Multiplication Facts
2. Subtraction Facts
3. Word Problems
4. Math Processes