Examples of Math Interventions

* All directions, questions, explanations, and instructions need to be delivered in the most clear and concise manner and tat the appropriate pace for the student
* Check to ensure understanding of the concept of numbers and the relationship of symbols to number of objects
* Allow student to perform alternative assignments. Gradually introduce more components of the regular assignments when they are ready.
* Make sure the student understands the reason behind learning. Give concrete examples and opportunities to apply the concepts they are learning.

Students who cannot remember facts
* Separate + and – facts by sets to be memorized individually
* Use as many concrete examples and experiences as possible. For example, paper clips, pencils, buttons, milk caps
* Do not have competitive activities while students are memorizing facts. It may cause them to hurry and reinforce incorrect answers
* Present a few facts at a time and track the student’s success in a visible way
* Put a number line on the desk to add and subtract with
* Have the student solve half the problems on their own and use a calculator for the other half
* Review daily the skills that you want memorized
* Let students use calculators to correct and check math facts.
* Use peg boards, abacus, base ten block to teach facts while providing a visual cue
* Only add a fact at a time as the student shows mastery
* Use computer games that provide immediate feedback as reinforcement

Student who have trouble moving from the concrete to the abstract
* Student us “sets” of objects from the room to practice the facts
* Use concrete examples associated with each problem. For example – 4 – 2 becomes 4 boys went out to recess, 2 boys come in, how many boys are still outside?
* Demonstrate to students how to associate concrete with abstract. For example - 2 pencils + 2 pencils equals. Walk students through the process
* Use a peer tutor, then allow the student to be the peer tutor (learn and teach)
* Review daily, abstract terms
* Limit the amount of information to be learned at any one time
* Make concepts as real life as possible

Students who mix up operations when solving problems
* Flash cards of the operational signs
* Have students use a reminder next to the problems to help them understand the symbol’s meanings. Gradually remove the reminders
* Color code the operation on each problem, Use a different color for each operation
* Have student go through daily work first and highlight the operation to be used before doing the problems
* Enlarge the symbols to cue the students. Use separate pages for the different operations. Gradually combine them
* Put the operation symbols randomly around the room and have students identify and label them periodically.

Student who have trouble skip counting
* Student count concrete: nickel, dimes, pairs, etc
* Use a number line to see the increments. Keep it on their desk
* Have students count and write the number as they count
* Use tangible items to see the numbers increase by the increment used in the counting
* Understand the why of this concept. Use real life situations where skip counting (multiplication) would be used

Students who have trouble solving addition or subtraction problems
* Have students demonstrate the way they solved the problem, stating the process used and manipulate objects
* Find opportunities for students to solve addition problems in real life (lunch money, calendar activities, etc)
* Be consistent with math terms used
* Use graph paper to make sure that the numbers line up correctly

Students who have trouble solving multiplication or division problems
* Use manipulative to solve the problem
* Use calculators to reinforce the facts and /or for drill activities
* Provide students with shorter tasks but more of them throughout the day. For example 4 assignments of 5 problems versus 1 assignment of 20 problems
* Explain to the student the real life applications of learning the concept. Give concrete examples and opportunities to apply these concepts throughout the day
* Provide student with self checking materials, requiring correction before turning in assignments
* Teach zero elements