# SN and math facts memorization?

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How do you help your SN kiddo memorize their math facts? Ds is getting to the point where he can use a number line really well and knows *some* math facts ( 0+, most 1+ and very few 2+) but I want to try to slowly move towards more memorization for him. Any tips?

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For +/- we used Touchmath and didn't need to memorize. For multiplication we did a mixture of skip counting (for 5's) and tricks (for 2's - double and 4's double/double and the nines trick) and songs (schoolhouse rock Three is a Magic Number and their Figure 8 song) and threw in some rhymes, etc to help with the leftovers. Like this: http://club166.blogspot.com/2009/07/skate-x-skate.html

For division I just used multiplication in reverse once he had his times tables really down, but we haven't gotten to harder division yet where he'll have to estimate first.

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:iagree:My oldest ds cannot subitize at all. If I hold up 7 fingers or show him a die with 3 dots, he can't look at the amount and tell me what it is. He has to count it every.single.time. Needless to say, he therefore has struggled with basic addition too (he just turned 12, has a dx of PDD-NOS and is in ps).

We are not going to participate in the summer school program at ps this year since I really want to try to work with him at home. I found some simple games to play with him using dot patterns for subitizing on this site: http://teachmath.openschoolnetwork.ca/Subitizing.htm . There are quite a few other activities on there, such as recognizing parts to whole, etc. And it is my price range...free:D!

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Semple Math is what finally worked for Geezle. He isn't fast, but he doesn't wildly guess anymore.

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We also did a lot to learn to subitize, an ability which, due to visual processing deficits, failed to develop on a developmentally appropriate timetable.

I have never heard of this before. I have a feeling ds can not do this because whenever we work with tally marks he can not recognize how many there are beyond 2 without counting. He also can not look at 5 tally marks (4 then the 5th one diagonal) and say that is 5 he has to count them every time.

So, I think I will work on this before anything else. Anybody have tips on how to do this? (other than the ones mentioned ;))

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I have never heard of this before. I have a feeling ds can not do this because whenever we work with tally marks he can not recognize how many there are beyond 2 without counting. He also can not look at 5 tally marks (4 then the 5th one diagonal) and say that is 5 he has to count them every time.

So, I think I will work on this before anything else. Anybody have tips on how to do this? (other than the ones mentioned ;))

Ronit Bird has written a few books that are helpful. After subitizing, you'll need to work on number sense activities. I'm a fan of C-rods and the

abacus. Sousa has a book out that is very helpful too. Edited by Heathermomster

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Also, look at Developing Number Concepts: Counting, Comparing, and Pattern by Kathy Richardson. There are tons of activities that are based on developing subitizing and counting skills.

Anyway, there are lots of ideas and activities in Kathy Richardson's book. It's a good one. :001_smile:

Those look REALLY good. Which ones have you used, and would you recommend the activities for pre-K to K? I'm looking for something to use with my DD.

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We are going to try the narratives from citycreek.com. My ds thinks in narrative, so I'm hoping that will help.

Applied math and having to use the facts for re-grouping and breaking up 10s also seemed to work here.

I'm changing things around here, so the jury is still out on results and this may be the wrong way to go about it, but we are also just practicing skip counting and I'm making ds copy facts, but I know he has ingrained number sense and his working memory scores are good. On some level, he just has to commit them to memory.

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• 2 weeks later...

I work with students with learning difficulties and generally they are unable to memorize basic math facts. *Instead I teach them different strategies, eg., counting on/down, regrouping (7+5=6+6=12), related facts (7+6 use 6+6), math ladder for subtraction.

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