Question 1

Show, draw, and/or explain an example of the following math problem in concrete form, semi-concrete form, and abstract form: 14 + 6 = 20.

Accepted Answer

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Question 2

What procedure would you follow to determine if a student with a mild disability should be provided a calculator as an accommodation for his/her difficulty recalling basic calculation facts?

Accepted Answer

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Question 3

Name and briefly explain the four factors that can cause students with mild disabilities to have difficulty with story problems. Create a sample story problem that contains one of these four factors. Why would this factor make the problem more challenging?

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Question 4

Thoughtful sequencing of math concepts/skills is essential to effective instruction. What is a smart sequence when teaching the following single digit multiplication facts: 0 facts, 1 facts, 2 facts, 3 facts, 4 facts, and 5 facts?

Accepted Answer

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Question 5

What factors make story problems uniquely difficult for many students with mild disabilities to solve? Name three of these and explain each.

Accepted Answer

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Question 6

Researchers indicate that effective instruction in math concepts and skills progresses from concrete, to semi-concrete, to abstract representations. However, what exactly is meant by these three representations? Moreover, what is an example for each one?

Accepted Answer

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Question 7

Some students with mild disabilities have difficulty memorizing calculation facts. Describe tactics or simple strategies that a teacher might employ to help these students to remember these facts and give examples of each one.

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Quiz 8: Math: Strategies and Techniques