[rbailey1970]

I was wondering if any of you have any ideas on how to help a student that has trouble carrying (renaming) due to dyslexia. She is a third grader and is a very dilgent student. She works really hard but gets frustrated when her learning disablity rears its ugly head. For example, if the answer is 32, rather than carry the 3 she carries the 2. She recently has been tested, but no IEP is in place. I'd appreciate any ideas you can give me! TIA!

[Socks]

Could you teach her (as well as your other students) a different way of doing the math where she doesn't have to carry?

For example, if the problem is 39+15=___ instead of adding the ones and then the tens she could add the tens (30+10=40) then, add the ones (9+5=14) then, add both sums together (40+14=54).

You could also teach your students how to use what they know about numbers and the base ten system to do mental math. For example, in the same problem above they would know that 39 is one away from 40. If they take that one from the 15, it leaves them with 40+14=54.

Does that make sense?

[teachnkids]

I used socks way with my dyslexic student when I taught 3rd grade. I also did a touch sensory activity before math started. I would have her trace the numbers on something rough. It was just to trigger her brain to switch gears from reading to math. It helped TONS!!! If she was having a bad day we would often redo the sensory touch activity and it was just enough of a jolt to get her brain on target!

[senseigold]

I teach them to not regroup.

We write the answers as whole numbers

24
+17
__________
11 4+7 = 11 and then the kids circle the 4 and 7 since we are done with them
+ 30 and now it is 20 + 10
__________
41

The kids who know how to regroup hate this because it takes longer but i make all my kids do it at first so they can prove to me that they know what the numbers mean.