Start with a number line, laid out, concrete/3-dimensional, and chips 
that can be used to show/illustrate arithmetic operations.  Have him 
work on problems this way.  Also, use concrete problems to solve, not 
abstract ones, e/g, how tall a person is, how tall two people would be 
laid end to end--you can do his on the floor.

Andrea

On Nov 7, 2007, at 9:44 AM, Katherine G wrote:


> I have to disagree here.  No matter what the goals, students need to 

> build

> as many math skills as they can.  Unless this student is really 

> incapable of

> remembering how to add 10+2, I think encouraging him to be dependent 

> on the

> calculator is encouraging a life of dependency.  My personal belief is 

> we

> need to get LD students to work as hard as they can, up to their 

> potential,

> without frustrating and/or discouraging them.  I know that's 

> difficult, and

> it takes lots of assessment of different types.  But LD kids need to be

> challenged just as much as kids who don't have learning challenges.  

> Letting

> them slide through the system doesn't help anyone.

>

> Katherine Mercurio Gotthardt

>

>

>

>

>

> -----Original Message-----

> From: learningdisabilities-bounces at nifl.gov

> [mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of Anne R

> Connors

> Sent: Monday, November 05, 2007 8:42 PM

> To: learningdisabilities at nifl.gov

> Subject: [LearningDisabilities 1461] Re: Fwd: Transition Questions

>

>

> I was wondering if this 16 year old had any goals?  What does he/she 

> want

> to do with his/her life?  If the student wishes to further his 

> education

> , than he needs some math skills.  However, if  the student has no 

> goals

> that include math training, he/she can easily get by with just 

> calculator

> skills.  The thinking skills to arrive at the correct  answers in math,

> even if using the calculator, are most of the battle anyway, I think.

> Memorization of the times table and addition  and subtraction can be

> learned by rote..... if there is a need to.  Knowing  when  and how to

> add subtract and multiply and which numbers to use,  takes the 

> thinking.

> I have students who can do the math easily, but when it comes to a

> reading problem, they don't know what to do, with or without the

> calculator.

>

>

> Rae Connors

>

> On Mon, 05 Nov 2007 18:46:21 +0000 tcqmom at comcast.net writes:

>> How can we help high school students adjust to life with no IEP?  I'm

>> working with a 16-year-old who is 100% calculator dependent.  He

>> cannot (will not?) learn math facts because he's always permitted to

>> use a calculator. Between that and his "digital" calculator, he

>> can't add, subtract, multiply or divide even the simplest of

>> numbers.  I've tried every way I can think of, and he still stumbles

>> on "What's 10 plus 2?", etc.  I really think that the calculator is

>> to blame. He knows he's always allowed to use it and won't imagine a

>> situation where he can't.  "Even my phone has a calculator," he

>> says.

>> Kathryn Quinn

>> Home and Hospital teacher

>> Frederick MD

>>

>>

>>

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