LOLA JACOBS ASSIGNMENTS © 2024
BPT1501
ASSIGNMENT NO: 02
YEAR : 2024
PREVIEW:
1.1 As a Mathematics teacher, list and explain the intervention strategies you would
apply in your teaching in assisting a child who is like Peter and why do you think your
strategies will be effective? Substantiate your response by giving examples. (16)
Intervention Strategies for Teaching Mathematics to a Child like Peter:
• Visual Aids and Manipulatives: Children with ADHD often struggle with abstract
concepts. Using visual aids and manipulatives can help make these concepts
more tangible and easier to understand. For example, when teaching addition,
you can use blocks or counters to represent the numbers being added together.
, LOLA JACOBS ASSIGNMENTS © 2024
Instructions
Read the following short story and respond to the following questions.
Peter is a 12-year-old, fifth grade student with ADHD. Peter’s reading and math skills are
two years below his grade level. Peter is repeating the grade, however, he is still
struggling with his academic work and failing every subject. His teachers describe him
as being disruptive and oppositional in class. Teachers complain that he does not pay
attention and is very playful as a result he fails to complete all his tasks that are meant
to be completed in class. Peter’s parents were contacted and the mother asserted that
Peter is very playful, he also gets frustrated when he has to do his homework. According
to Schuck and Crinella (2005), ADHD students are not dumb, lazy or out of control, they
are smart kids who need to be assisted in order to be successful.
QUESTION 1
1.1 As a Mathematics teacher, list and explain the intervention strategies you would
apply in your teaching in assisting a child who is like Peter and why do you think your
strategies will be effective? Substantiate your response by giving examples. (16)
Intervention Strategies for Teaching Mathematics to a Child like Peter:
• Visual Aids and Manipulatives: Children with ADHD often struggle with abstract
concepts. Using visual aids and manipulatives can help make these concepts
more tangible and easier to understand. For example, when teaching addition,
you can use blocks or counters to represent the numbers being added together.
This allows Peter to physically manipulate objects to see the mathematical
operations in action, making the concept more concrete for him
• Chunking and Simplifying Instructions: Children with ADHD can have difficulty
processing and remembering complex instructions. By breaking down
instructions into smaller, more manageable parts, you can help Peter focus on
one step at a time. For example, when teaching long division, you can break
down the process into smaller steps and provide verbal prompts or visual cues
to guide him through each step.
• Multisensory Learning: Engaging multiple senses in the learning process can
help children with ADHD stay focused and retain information better. For
example, when teaching geometry, you can have Peter trace shapes with his
fingers while saying their names out loud. This combines tactile, visual, and
BPT1501
ASSIGNMENT NO: 02
YEAR : 2024
PREVIEW:
1.1 As a Mathematics teacher, list and explain the intervention strategies you would
apply in your teaching in assisting a child who is like Peter and why do you think your
strategies will be effective? Substantiate your response by giving examples. (16)
Intervention Strategies for Teaching Mathematics to a Child like Peter:
• Visual Aids and Manipulatives: Children with ADHD often struggle with abstract
concepts. Using visual aids and manipulatives can help make these concepts
more tangible and easier to understand. For example, when teaching addition,
you can use blocks or counters to represent the numbers being added together.
, LOLA JACOBS ASSIGNMENTS © 2024
Instructions
Read the following short story and respond to the following questions.
Peter is a 12-year-old, fifth grade student with ADHD. Peter’s reading and math skills are
two years below his grade level. Peter is repeating the grade, however, he is still
struggling with his academic work and failing every subject. His teachers describe him
as being disruptive and oppositional in class. Teachers complain that he does not pay
attention and is very playful as a result he fails to complete all his tasks that are meant
to be completed in class. Peter’s parents were contacted and the mother asserted that
Peter is very playful, he also gets frustrated when he has to do his homework. According
to Schuck and Crinella (2005), ADHD students are not dumb, lazy or out of control, they
are smart kids who need to be assisted in order to be successful.
QUESTION 1
1.1 As a Mathematics teacher, list and explain the intervention strategies you would
apply in your teaching in assisting a child who is like Peter and why do you think your
strategies will be effective? Substantiate your response by giving examples. (16)
Intervention Strategies for Teaching Mathematics to a Child like Peter:
• Visual Aids and Manipulatives: Children with ADHD often struggle with abstract
concepts. Using visual aids and manipulatives can help make these concepts
more tangible and easier to understand. For example, when teaching addition,
you can use blocks or counters to represent the numbers being added together.
This allows Peter to physically manipulate objects to see the mathematical
operations in action, making the concept more concrete for him
• Chunking and Simplifying Instructions: Children with ADHD can have difficulty
processing and remembering complex instructions. By breaking down
instructions into smaller, more manageable parts, you can help Peter focus on
one step at a time. For example, when teaching long division, you can break
down the process into smaller steps and provide verbal prompts or visual cues
to guide him through each step.
• Multisensory Learning: Engaging multiple senses in the learning process can
help children with ADHD stay focused and retain information better. For
example, when teaching geometry, you can have Peter trace shapes with his
fingers while saying their names out loud. This combines tactile, visual, and
