2.  Difficulty learning and comprehending arithmetic

3.  People may not be able to follow multi-step procedures  People may not be able to identify critical information

4.  Difficulty learning to count  Trouble recognizing numbers  Poor memory for numbers  Trouble organizing things in a logical way

5.  Trouble learning math facts  Difficulty developing math problem-solving skills  Poor long term memory for math  Not familiar with math vocabulary  Difficulty measuring  Avoiding games that require strategy

6.  Difficulty estimating  Difficulty learning math concepts beyond basic facts  Poor ability to budget  Trouble with concepts of time  Trouble with mental math  Difficulty finding different approaches to one problem

7.  Identify strengths and weaknesses  Develop strategies that will help  Help outside the classroom (tutor)  repeated reinforcement  Specific practice of straightforward ideas

8.  Allow use of fingers and scratch paper  Use diagrams and draw math concepts  Provide peer assistance  Suggest use of graph paper  Suggest use of colored pencils to differentiate problems

9.  Work with manipulatives  Draw pictures of word problems  Use mnemonic devices to learn steps of a math concept  Use rhythm and music to teach math facts and to set steps to a beat  Schedule computer time for the student for drill and practice

10.  http://www.ncld.org/types-learning- disabilities http://www.ncld.org/types-learning- disabilities  http://ldaamerica.org/types-of-learning- disabilities http://ldaamerica.org/types-of-learning- disabilities  http://discovermagazine.com/2013/julyaug/2 0-learning-disability-dyscalculia-explains- how-a-smart-kid-can-be-so-bad-at-math http://discovermagazine.com/2013/julyaug/2 0-learning-disability-dyscalculia-explains- how-a-smart-kid-can-be-so-bad-at-math