Our Mission — To foster an enriched ECE12 system where learners of varying abilities thrive according to their unique strengths.
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  

Begin with the easiest problems, and add the harder problems in a progressive order on worksheets 

Fold or divide math paper into fourths, sixths, eighths, etc. Place one problem in each box. 

Provide visual clues for problemsolving tasks. Use concrete manipulatives  
Check to see that the meaning of key symbols is clear (+,,x,etc.) 

Show relationship of key words to their symbols—all together = +, less than =, how many more = 

Use color code, rhythm, signs, jumprope, etc. for drills 

Turn lined paper vertically to help students organize math problems. This keeps the ones, tens, and hundreds in place  
Use large graph paper. One numeral can be written in each square. Gradually make the transition to regular paper 

Allow a student to use a calculator 

Drill aloud to teacher or study buddy (use flashcards) 

Determine if student is developmentally ready for specific concepts 

Give immediate feedback (ideally, selfcheck and correct within class time)  
Reduce quantity of material assigned (odds or evens) 

Use real money in situations that the student can relate to 

Check the whole problem not just the answer (s/he may know how and why but write down the wrong answer) 

Let the student work on the black/white board (use large motor skills) 

Provide basic math facts 

Use technology, i.e., IXL, ALEKS, FASTT Math (see resources)  
Teach multiplication using rhyme or other memory devices, i.e., Rhymes ‘n’ Times, Multiplication in a Flash (see resources)  
Teach to skill level, not grade level 

Use "TouchMath" 

Allow use of tables or note cards for assignments and tests (may be a modification for high school) 
