1. The document provides instructions for teaching mathematics to slow learners, including teaching in small groups, providing numerous examples, and allowing partner work. 2. Key concepts should be continually assessed and re-taught until students understand before moving on. Previously taught concepts should be regularly referenced. 3. A variety of activities are suggested to engage slow learners, such as newspaper clippings, optical illusions, puzzles, and games involving patterns, numbers, and logic.

1. Teaching Mathematics to Slow Learnersby: Latifah & Yee

2. Slow Learners 1 out of 5 children Are not learning-disabled they want to learn but lack the ability to process information well slow learners in one subject but not in others Quiet & shy, have trouble making friends Poor confidence & self esteem Have troubles with abstract thinking Shorter attention lifespan

3. Important Points Environment, variety Time Concept Building Real World Examples Review Reward Allow for Success Interest (ing)

4. INSTRUCTIONS TO TEACH MATHEMATICS TO SLOW LEARNERS Teach in small groups -- can more effectively respond to students' needs. Provide numerous examples -- Encourage students to participate in their solutions. Allow students to work with partners to complete classwork. -- help each other overcome confusion and reach the correct answers.

5. Assign homework daily -- the more practice the better Provide application opportunities whenever possible -- Show your students that the math concepts they are learning have real-life applications -- increase their interest levels e.gsports-score averages determine the distances between cities

6. Assess students to ensure their understanding of key concepts before moving on. -- Re-teach until their understanding is complete. Constantly reference previously taught related concepts. -- demonstrating the interconnectivity of math. -- building on simple concepts to learn more complex ones.

7. Activities to do with Slow Learners

8. Uses of Newspaper, magazines & brochure

9. Q: How long would it take to count to a million at the rate of one number per second if you were to count without stopping? Encourage random guess & discussion Provide motivated setting for some fundamentals of arithmetic

10. Arithmetic patterns 1+3=2x2 1+3+5=3x3 1+3+5+7=4x4 Meaningful discovery (without the need of proof) Students will gradually begin to wonder why such patterns appear

12. Optical Illusion Interest to slow learners To convince students that cannot rely solely on intuition or visualization

13. Paper Folding Total interior angle of triangle is 180˚ Line segment joining midpoints of 2 sides of triangle is equal to length to ½ of 3rd line To distinguish between 2x2 and (2x)2

14. Paper folding a2-b2 = (a-b) (a+b)

15. Finger Reckoning Product of 1-9 with 9 Product of 9 with two-digit number, provided that the tens digit is less than the ones digit.

16. Nomographs Addition as well as subtraction

17. Mathematical Recreation Magic Square & Sudoku fill with number 1-6, so that sum of each each side is 12

18. Math tricks 1 Think of any number Add 5 to it Multiply the answer by 2 Substract 6 from answer Divide by 2 Substract the number with which you started with you will get 2 !!!!

19. Math trick 2: 3 dices sum Ask any one to arrange 3 dices on top of one another. Instruct him to calculate the sum of values on the two faces that touch each other (for the top and middle dice, middle and bottom dice) and the bottom dice you can directly tell the sum by substracting the value shown on the top dice from 21

20. Mathematical puzzles:Fox, goose and bag of corns puzzle Once upon a time a farmer went to market and purchased a fox, a goose, and a bag of corns. On his way home, the farmer came to the bank of a river and hired a boat. But in crossing the river by boat, the farmer could carry only himself and a single one of his purchases - the fox, the goose, or the bag of the corns. If left alone, the fox would eat the goose, and the goose would eat the corns. The farmer's challenge was to carry himself and his purchases to the far bank of the river, leaving each purchase intact. How did he do it?

21. 3 chicken & 3 wolves 3 chicken and 3 wolves need to cross a river in a boat big enough only for 2. The chicken are fine if they are left alone, or if they are with the same number or with smaller number of wolves. The chicken are dangerous if they are left in situation where they outnumbered by the wolves. How do they all get across the river without harm?

22. 3, 5, 8 to get 4 A man goes to a well with 3 cans whose capacities are 3, 5 and 8 gallons respectively. Explain how he can obtain exactly 4 gallons of water from the well.

23. How much he lose? A men went into a shoestore & bought a $5 pair of shoes, paying for them with a $20 bill. The shoestore owner went to next door to the grocer to get change for the bill and then gave the customer his $15 change. Later the grocer discovered that the $20 bill was counterfeit and the shoestore had to replace it with a good bill. How much did the shoestore lose in term of money & merchandise in this whole transaction?

24. Math Game for 2 2 players alternate in selecting a round number from 1-6. After each number is selected, it is added to the sum of those previously selected. The object of the game is to reach 50. Winning strategy: be the 1st to start & select 1, and the be sure to select numbers to total 8, 15, 22, 29, 36 and 43. Once you arrive at 43, you will sure be the winner.