The REACH (Reaching to Educate All Children for Heaven) initiative provides teachers with resources, training, and ongoing support.
| Has difficulty recognizing numbers |
| Struggles to solve addition problems |
| Struggles to solve subtraction problems |
| Struggles to solve multiplication problems |
| Struggles to solve division problems |
| Does not remember math facts |
| Has difficulty solving story problems |
| Works math problems from left to right |
| Struggles to demonstrate knowledge of place value |
| Struggles to change from one math operation to another |
| Struggles to do regrouping |
| Struggles to keep numbers in columns |
| Has difficulty with skip counting |
| Confuses operational signs |
| Has difficulty with money concepts |
| Has difficulty with measurements |
| Has number reversals/transposing |
| Has difficulty with telling time |
| Has difficulty with schedules and sequences of events |
| Has difficultly with a number line |
| More information | |
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| Begin with the easiest problems, and add the harder problems in a progressive order on worksheets |
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| Fold or divide math paper into fourths, sixths, eighths, etc. Place one problem in each box. |
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| Provide visual clues for problem-solving tasks. Use concrete manipulatives | |
| Check to see that the meaning of key symbols is clear (+,-,x,etc.) |
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| Show relationship of key words to their symbols—all together = +,less than =-, how many more =- |
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| Use color code, rhythm, signs, jump-rope, etc. for drills |
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| Turn lined paper vertically to help students organize math problems. This keeps the ones, tens, and hundreds in place |
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| Use large graph paper. One numeral can be written in each square. Gradually make the transition to regular paper |
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| Allow a student to use a calculator |
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| Drill aloud to teacher or study buddy (use flashcards) | |
| Determine if student is developmentally ready for specific concepts | |
| Give immediate feedback (ideally, self-check and correct within class time) |
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| Reduce quantity of material assigned (odds or evens) |
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| Use real money in situations that the student can relate to |
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| Check the whole problem not just the answer (s/he may know how and why but write down the wrong answer) |
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| Let the student work on the black/white board (use large motor skills) |
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| Provide basic math facts |
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| Use technology, i.e., ALEKS, FASTT Math (see resources) | |
| Teach multiplication using rhyme or other memory devices, i.e., Rhymes ‘n’ Times, Multiplication in a Flash (see resources) |
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| Teach to skill level, not grade level | |
| Allow use of tables or note cards for assignments and tests (may be a modification for high school) |
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