Folded problems: Fold math paper into half, fourths,etc. and place one problem per square.(Bley & Thornton,1995)

Turn paper: Turn paper sideways to use lines for math problems. Provide answers for fill in the blank questions (Wood,1998)

Vocabulary Development: With the strong focus on understanding math, be certain to introduce vocabulary and have students create meaning of the words (with pictures,songs,etc...) Remember that learning is most effective in clusters of no more then 7.

KNWS: Similar to the KWL but in math use these steps for problems

K-What facts do I KNOW from the information in the problem?

N-What information do I NOT need?

W-What does the problem ask me to find?

S-What STRATEGY/options/tools will I use to solve the problem?

Word Problem Roulette: a) divide the class into groups and give each group a problem. b) At this stage they must solve the problem verbally- no writing, c)Write the process to solve the problem in words rather than numbers. d) Then the group reads their solution to the class and classmates write down the symbolic representation of the solution on the board (Davie &Gerber,1994)

Problem-Solving approach: Use a problem-solving approach that engages the student in experiencing and thinking about meaning problems (Speer &Brahier,1994)

Simplify the process: Simplify directions for seatwork by verbally presenting them, adding additional practice problems, writing alternative sets of directions, add extra practice problems for all students to see, provide alternative sets of directions, highlighting important words in directions or having students help each other when directions aer important (Afflect,Lowenbraun, &Archer,1980)

Make their own problems:Teach story problems by having them make their own problems. (Peterson,Mercer & O'shea, 1988)

Cut Problems: Cut a set of problems into pieces and ask students to only complete pieces of a worksheet at a time to keep them from getting overwhelmed.

Menus: use menus to focus on lessons with money and basic computational skills

Recipes: Use for fractions and keep interest high

Place value charts: Use a chart and use the concept of the place values being houses and commas being yards between houses. See chart.

RIDGES (SYNDER,1988)

R-Read the problem carefully

I-I know what from the problem

D-Draw a picture

G-Goal statement telling what the problem has the student do,

E-Equation development or setting up the computation

S-Solve the equation

LAMPS for regrouping (Reetz &Rasmussen,1988)

L-Line up the problem

A-add the right column

M-"more than 9?" if so, go to the next step

P-Put the 1's below the column

S-Send the 10s to the top of the next column

SLOBS (Reetz &Rasmussen,1988) for borrowing

S-Smaller, follow steps

L-Larger; leap to subtraction

O-Cross Off number in next column

B- Borrow by taking one 10 and adding to the next column

S-Substract

Musical Math: Use rhythms, songs, raps, and chants to teach mathematics

Link math: to practical, civic, professional, recreational, and cultural events of students (Midkiff & Cramer, 1993)

Langauge Focus: teach the language of mathematics

Math Dictionary: Develop and maintain a mathematics dictionary (Bley &Thornton,1995)

Visual Representation: Use drawings and diagrams to illustrate problems

Calculators:Encourage calculators- Allow students to use calculators on tests- For those who need it, use talking calculators with large print numbers (Garnett &Fleischner, 1987)

Coding: Color code signs in problems (Enright, 1987a)

Survival Math Skills:For 30 days ask students to budget money based on the average salary of a profession they want to pursue for a)rent and furnishings, b) personal items,c) car, d) gas, e) groceries, f) entertainment, etc,,,

Food: Use M&M's or Skittles to teach predictions, estimations, mean,median, mode,percentages, plotting,etc.

Error Analysis:Teach students to use error-pattern analysis to identify their areas of incorrect logic(Lewis, &Doorlag, 1995)

Individualized Homework: Give students opportunity to develop their own homework after offering examples.

DRAW (Mercer & Miller, 1992) Discover the sign Read the problem Answer, or draw and check write the answer	FOIL (Crawford, 1980) F-Mutilply first terms O-Mutliply Outermost terms I-Mutliply Innermost terms L-Mutliply Last terms
SQRQCQ (Hoover & Patton, 1995) S-Survey word problem Q-Question asked is identified R-Read more carefully Q-Question process required to solve problem C-Compute the answer Q-Question self to ensure that the answer solves the problem