Section 3
Supporting Children:
E) Mathematics and Numeracy
General Advice, Multi-Sensory Learning
General Advice.
Maths is a sequential subject – knowledge of prior work is
essential to make progress. Therefore, provide a good
foundation with opportunities for:
Pre-tutoring by peers or TAs; advance organisers for
upcoming work.
Over-learning.
Make the activities pertinent, but fun!
Use concrete materials as much as possible.
Think about the variety, pace and challenge of lessons: less is
sometimes more for pupils experiencing difficulties.
Multi-Sensory
Learning.
Consider visual, motor and auditory strategies throughout
your teaching.
Individualise key concepts for struggling pupils; use their
preferred learning style (tapes, card games, speech).
Use 3-D props if available (start a collection of useful objects,
boxes and learning materials).
Let the pupil continue to use concrete apparatus for as long
as necessary (beads, Multilink, Unifix, Cuisenaire rods,
Numicon, number lines, number squares etc).
Try visual cues and mnemonics.
Section 3
Supporting Children: Mathematics and Numeracy
1
Examples of Mnemonics, Forming Numerals
Sir
Cumference
always runs
around the
Round Table!
Examples of
Mnemonics.
A litre o‟ water‟s
a pint and threequarters!
12
15
12 is less than 15
The more or less than „crocodile‟
always eats the biggest number!
Forming
Numerals.
Teach numeral formation and highlight the distinctions using
starting dots and arrows.
Teach the formation in groups (anti-clock wise numbers: 0, 6,
8, 9 etc).
Use multi-sensory approaches such as:
Tracing with a pen or finger.
Encouraging the pupil to say it as they write.
Highlighting differences with highlighter pens or colours.
Tactile reinforcement using sandpaper, felt or even forming
numerals from plasticine.
Ensure models are visible.
Section 3
Supporting Children: Mathematics and Numeracy
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Multiplication Tables
Multiplication
Tables.
Teach methods for learning the tables: allow use of finger
tables (to support memory).
Use multi-sensory mnemonics:
“I ate, I ate, I was
sick on the floor”
8 X 8 = 64
©2005 Kate Saunders
1
2
3
4
1 2 =3 X 4
©2005 Kate Saunders
When learning times tables, work with the pupil “little and
often”.
Begin with, 2X, 3X, 5X, 10X
Highlight similarities between 2X and 4X, 3X and 6X etc,
Use a 10X10 square to colour in multiples and look for
patterns.
Section 3
Supporting Children: Mathematics and Numeracy
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Multiplication Tables, Visual Confusions
Emphasise the patterns in numbers (e.g. the final digits in
multiplication tables).
The 2X table ends in: 2, 4, 6, 8, 0
The 5X table ends in: 5, 0, 5, 0
Exploit the commutative nature of maths to reduce work:
i.e. “3 X 4” = “4 X 3”
Encourage the pupil to build on the tables they know to work
out tables they do not know.
E.g.
27 X 3 = (27 X 2) + (27 X 1) = 54 + 27 = 81
If poor knowledge of multiplication facts bars a pupil from the
lesson, consider use of aids to get over this obstacle.
Visual
Confusions.
All maths symbols look alike!
6 or 9
+ or x
- or ÷
Position symbols around the room and distinguish between
them (+, -, X, ÷).
Make „snap‟ or „match the pair‟ games to help pupils take
note of the differences.
Since some maths textbooks can be visually „busy‟: consider
masking distracting images using card or paper.
Section 3
Supporting Children: Mathematics and Numeracy
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Memory, Sequencing
Memory.
Spread out „memory‟ work, little and often.
Revise facts frequently.
Make work stimulating and meaningful, hence memorable.
Use flow charts on the board to outline processes.
Verbally reinforce the steps involved: use songs, games and
rhymes to highlight procedures (be creative, even silly!).
The Rounding Rap
0, 1, 2, 3 and 4
They round down, down to the floor
5, 6, 7, 8, 9
They round up, up that’s fine!
©Marie Sefton, Holy Rood Junior School, 2009.
Use memory cues like facial expressions and hand gestures.
If a „clogged‟ working memory is preventing learning, think of
ways around it.
Give short, simple instructions and ask the pupil to repeat
them back.
Sequencing.
Difficulties may arise with counting and seeing patterns in
number sequences.
Use concrete materials.
Play games that emphasise the sequential nature of
numbers (using number cards, board games etc).
Use base ten blocks or coins to support the transfer of a
learned sequence 90, 80, 70 …, to a modified sequence
92, 82, 72 …
Section 3
Supporting Children: Mathematics and Numeracy
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Sequencing, Directionality
Highlight patterns visually using number squares or
counters.
Write out the steps of a calculation on card (where
appropriate).
Present sequences as:
0.7, 0.8, ___, ___, 1.1
0.7, 0.8, ___, ___
instead of
Support through transitions: 198, 199, 200, 201 or 998, 999,
1000, 1001.
Directionality.
Use squared paper to aid setting out and lining up of work.
Paper with large squares is invaluable for some pupils.
Be wary of the inherent directionality within maths problems.
“What is 34 more than 12?”
12 + 34
“Take 12 away from 34?”
34 - 12
Use flow charts or diagrams to show the method.
Arrows written on the pupil‟s workbook may help.
Section 3
Supporting Children: Mathematics and Numeracy
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Language Issues, Time
Language Issues.
Maths involves a lot of vocabulary, some of which has very
particular meanings in the context of a number problem.
Introduce terms gradually with plenty of opportunities for
over-learning.
Begin a glossary of key words.
Collate and display related vocabulary on posters around
the room.
Add
Take away
Add together
Total
Sum
Plus
More than
Subtract
Difference
Minus
Less than
Be mindful of problematic phrasing:
“What is 4 more than 12?”
“What is 15 from 30?”
“What is 4 into 16?”
“Share 16 between 2”
Use visual methods for support.
Time.
Different forms of presentation can cause confusion:
Ten past seven becomes 7.10 (a sequencing difficulty).
Ten to nine becomes 08.50 (neither the 10 nor the 9 are
present).
Encourage pupils to move a clock‟s hands to reinforce the
language used.
Section 3
Supporting Children: Mathematics and Numeracy
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