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In the area of math, make sure the child understands math symbols as well as the numbers. If a child doesn't understand the symbols used in math, he won't be able to do the work. For example, what do you have to know to add 2 plus 3 minus 1? "Plus." Does he understand that plus means to add more? Now you've added 2 more; you have 4. That's a new number. Minus 1. Does he know that minus means take away? Then you have an equal sign. All of what I've just done equals what? This isn't a simple problem, but a sequence of numbers and symbols and concepts that the child has to understand, and if he doesn't understand each of these things he won't be able to do the math.

Try to identify the "Weak link" In the chain of math skills. As math advances, he will have to carry out more complex sequences. In long division you need to divide, multiply and subtract, as well as carry numbers. Any one portion that is not understood will prevent him from being able to gain the skill, so try to find the place where he is having trouble and work on that weak link. (In his workshops on helping children with learning disabilities, Dr. John Taylor has a cute saying that helps children remember the steps they need to use for long division. The first initials for "Divide, multiply, subtract and check" Become: "Does Mother Serve Cheeseburgers?"

Some children who have difficulty doing math problems understand all the symbols and have the needed skills, but they can't keep the columns of numbers neatly lined up, so they add and subtract the wrong numbers. Graph paper may be helpful, but it can be hard on the teacher who has to check the work. There's a much easier solution that I like to share with the teachers in my course.

Take a sheet of lined paper and turn it on its side, so the lines are vertical instead of horizontal. Write an addition problem so that each number is in its own space. The lines will keep the columns of numbers in a row, and they can then be added up. This is easier for a teacher to read, and doesn't require special paper. What difference does it make if the paper is held sideways? The important thing is for the child to learn the math.

Underline the actions in a math problem; ignore the words, and you can then turn it into a math problem.

Movement games are a good way to teach numbers. For example, `'Every second child move left."

Try to identify the "Weak link" In the chain of math skills. As math advances, he will have to carry out more complex sequences. In long division you need to divide, multiply and subtract, as well as carry numbers. Any one portion that is not understood will prevent him from being able to gain the skill, so try to find the place where he is having trouble and work on that weak link. (In his workshops on helping children with learning disabilities, Dr. John Taylor has a cute saying that helps children remember the steps they need to use for long division. The first initials for "Divide, multiply, subtract and check" Become: "Does Mother Serve Cheeseburgers?"

Some children who have difficulty doing math problems understand all the symbols and have the needed skills, but they can't keep the columns of numbers neatly lined up, so they add and subtract the wrong numbers. Graph paper may be helpful, but it can be hard on the teacher who has to check the work. There's a much easier solution that I like to share with the teachers in my course.

Take a sheet of lined paper and turn it on its side, so the lines are vertical instead of horizontal. Write an addition problem so that each number is in its own space. The lines will keep the columns of numbers in a row, and they can then be added up. This is easier for a teacher to read, and doesn't require special paper. What difference does it make if the paper is held sideways? The important thing is for the child to learn the math.

Underline the actions in a math problem; ignore the words, and you can then turn it into a math problem.

Movement games are a good way to teach numbers. For example, `'Every second child move left."

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Like a person once said to me, you can teach a chimp to do math but it doesn't have "intelligent" and that is what makes me and chimps different from normal people. At first I didn't believed what this person said, but after some thinking I thought it actually make sense.

I'm a 20 years old man still in adult special

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But at college.... man the instructor and the program seems like sharks in the pacific. He given me the forms, I need to get them to my doctor and social worker I'm still in the time of considering if adult special

I always lived a life, "Disabled is always right" now this program makes me rethink about this.

Message Edited... Persephone: Please keep your messages free from extra characters while using good grammar. You will notice most Posts here are written without the use of excessive smilies or Teeny Bopper scribbles. Check your spelling. |

Rather off topic, but...Sorry for the diversion but....A friend of mine has spinal bifida her parents were told she would never walk, read or be able to function on her own. Her parents left the doctor and took it in their own hands sought special help including surgery through a different doctor. The girl was my wife's maid of honour in our wedding and graduated High school when she was 22. She works at a butcher store now and is working on becoming a butcher her self. |

Comments: I tutor an add girl, she's 10 years old, lately her grades at school have been getting worse and worse. I don't know what to do, how to teach her in a better way, specially in math. She understands when I explain to her, but when she's at school and is test time, she fails. Do you have any tips, ideas, techniques or anything I could use to help her improve in math?

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