1. Dyscalculia 1 4 7 2 8 3 5 6

2. Interventions ≤ ÷ × + = 𝑥+𝑎 𝑛 = 𝑘=0 𝑛 𝑛 𝑘 𝑥 𝑘 𝑎 𝑛−𝑘 = Pre-school
Skip Counting
Instructions should be engaging.
Information's should be presented in many ways.
Representations should in expressed in many ways.
* In introducing the numbers to the pupils, it is best to teach the numbers one at a time (one number per day).
Prepare games and/or activities that will engage pupils as well as make math look less intimidating.
Incorporate colors and/or shapes.
Everyday objects like cereals, pencils, crayons, etc. would also be of great help. ≤ + = ÷ ×
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Interventions
𝑥+𝑎 𝑛 = 𝑘=0 𝑛 𝑛 𝑘 𝑥 𝑘 𝑎 𝑛−𝑘 =

3. ± ∛ Elementary Touch Math 𝑥+𝑎 𝑛 = 𝑘=0 𝑛 𝑛 𝑘 𝑥 𝑘 𝑎 𝑛−𝑘 𝑎 2 + 𝑏 2 = 𝑐 2
𝑥+𝑎 𝑛 = 𝑘=0 𝑛 𝑛 𝑘 𝑥 𝑘 𝑎 𝑛−𝑘
𝐴=𝜋 𝑟 2
𝑎 2 + 𝑏 2 = 𝑐 2
basic principles incorporate sensory and visual learning
is a program that is being used within the school system to assist students, both regular education and special education.
Basic Concept
The numbers one through nine is used. Each number has a dot that corresponds with that number. For example: one has one dot, two has two dots and so on up to and including the number 9.
Touch Points – the dot on the numbers
Double Touch Points – dots that contain smaller dots and are counted twice.
𝐴=𝜋 𝑟 2
𝑑𝑦 𝑑𝑥
cos 𝛼 + cos 𝛽 =2 cos 𝛼+𝛽 cos 𝛼−𝛽 ∛

4. Sample touch math

5. ∆ 𝛻 High School Math Shop
As micro sensory learning is best for people with dyscalculia, our group decided to set up a make-believe store, complete with products, price tags and paper money so students can actually buy from the shop and practice their adding, subtracting and making changes. We gave each students paper bills and coins and a denomination template (See Attached Document) where they can easily and appropriately plot the right denominations (e.g. ₱10, ₱5, ₱1) After handing out the money and templates, our group explained the money’s value and its corresponding colors as well as the rules in buying from the store. The act of giving the accurate amount, making changes and/or declaring the total payment/ bill would only begin if the teachers and the students have already decided as to who will pose as Buyers or Sellers.
Materials Needed: 
Toy paper money but needs to look like the real money as it will create confusion in the application of the real-world
Coins
Cut out pictures of any products (optional may be actual products)
Printable Denomination Template
𝑎 2 + 𝑏 2 = 𝑐 2
𝐴=𝜋 𝑟 2
𝑒 −𝑖𝜔𝑡 ∆
𝑥= −𝑏± 𝑏 2 −4𝑎𝑐 2𝑎 𝛻 𝛼
sin −1 5 𝛿

6. Printable Denomination Template

7. Place Value
The first activity aims to see how the student can apply what they have learned about money. They will know how to add denominations and put them in their right values. For example, on the board, we put a piece of paper containing pictures of money (20 peso bill, one 10 coin, one 25 centavo and one 5 centavo). The student should answer 30 peso and 30 centavos (30.30).
𝑎 2 + 𝑏 2 = 𝑐 2
𝐴=𝜋 𝑟 2
𝑒 −𝑖𝜔𝑡 ∆
𝑥= −𝑏± 𝑏 2 −4𝑎𝑐 2𝑎 𝛻 𝛼
sin −1 5 𝛿