A Math Look by Dyscalculia.org

Resources

VIDEOS

IMAGES

RESOURCES

Language-enhanced Place Value Chart by Dyscalculia.org + Money Set for Modeling Numbers
A Math Look™ Overview
Dyscalculia Signs & Research
Why is Math So Hard?
Quell Math Anxiety
A Math Look™ App
Decimal Point & System
Express Numbers in Many Ways Form
Many Ways: L, M, S, EXAMPLES
Patterns 1-10
Number Words, 0-20
International System SI
Uni- 1 One
Dec 10 Ten
10 Word List
Cent 100 Hundred
Mill 1000 Thousand
Fract - Break
Equivalent Fractions
Halves - 50c - 500,000
Fractions - Split
Fractions - Stacked
Fractions: Nickels, Twentieths
Milli- 1/1000 Thousandth
Math Term Menu +-x÷
Math Terms Illustrated
Multiplication Workbook I - coins
Fractions Workbook I - coins: 1, 5, 10, 25, 50
Inter- between
Scientific Notation
Calendar
Wet-erase Markers in green, blue, purple, black, orange, brown.
COINS ~ 15 dimes, 105 pennies; 6 quarters; 3 fifty-cent pieces; 25 nickels
Camera

INSPIRATION

A burning desire to climb. Missing limbs? No problem.

METHODS

Base-10 - understand through experience
Describe and reason with language (spoken and written words and symbols)
Count into easily recognizable patterns
Model numbers with place value chart and money
Student proves ideas to themselves, then confidently and successfully teaches others 4 times
Count-by Sequence:
$1; $2; $3 ($2+$1); $4 ($2+$2); $5; $6 ($5+$1); $7 ($5+$2); $8 ($5+$2+; $1); $9 ($5+$2+$2); $10; $11 ($10+$1); $12 ($10+$2); $13 ($10+$2+$1); $14 ($10+$2+$2); $15 ($10+$5); $16 ($10+$5+$1); $17 ($10+$5+$2); $18 ($10+$5+$2+$1); $19 ($10+$5+$2+$2); $20; $25 ($20+$5); $30 ($20+$10); $35 ($20+$10+$5); $50; $100; $150 ($100+$50); $1,000; $10,000; $100,000; $500,000; $1M; $10M; $100M; $1G; $10G; $100G; $1T; $10T; $100T; $1P; $10P; $100P

SCOPE & SEQUENCE

You are going to play with money to become fluent in the language of mathematics. The more ways you can explain an idea, the more fluent you are in the language.

Throughout the exercises, you are going to be using many different ways to SHOW and DESCRIBE and WRITE about what you have done.

The student is learning skip counting, fact families, multiplication facts, addition facts, number composition and decomposition, standard notation, equations, basic operations, patterns, relationships, visual-spatial and verbal reasoning, unit conversion, equivalency, and the language of mathematics - verbal, operational, and symbolic.

Start with $1 bills.

Count them out into patterns of 5 in a serial fashion, "1, 2, 3, 4, 5..."

Stop and record the amount counted on the place value chart in the ONES PLACE.

Now, write what you just did in SYMBOLIC FORM on the board:

1 + 1 + 1 + 1 + 1 = 5; 1 x 5 = 5; 5 x 1 = 5

Keep counting $1s until you reach 9.

Stop and write the 9 in the ONE's COLUMN of the place value chart.

Update the equations on the board:

1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 = 9; 5 + 4 = 9; 1 x 9 = 9; 1 x 5 + 1 x 4 = 9; 9 ÷ 1 = 9

Now add a tenth $1 so you have 2 complete sets of 5 on the table.

How will you update the chart to show that you have 10 ones, if you can only place 1 digit in a place value parking space?

You put your finger on the Ones' Place and write the number 10, so that the number 10 ends in the Ones' Place.

Now describe what you have:

I have 1 set of 10.

I have 10 ONES.

Trade the ten ONES in for a $10. bill, then have 1 TEN and 0 ONES.

Update the equations:

1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 = 10; 1 x 10 = 10; 5 + 5 = 10; 5 x 2 = 10; 10 ÷ 1 = 10; 10 ÷ 2 = 5; 10 ÷ 5 = 2; 3 + 2 + 3 + 2 = 10; 3 x 2 + 2 x 2 = 10; 6 + 4 = 10; 4 + 1 + 4 + 1 = 10; 4 x 2 + 1 x 2 = 10; 8 + 2 = 10; 10 - 8 = 2; 10 - 2 = 8; 10 - 3 = 7; 10 - 7 = 3; 10 - 4 = 6; 10 - 6 = 4; 10 - 5 = 5; 10 - 1 = 9; 10 - 9 = 1.