Mathematics and dyslexia: P level 6

Additional work at this level includes developing one-to-one correspondence, counting reliably to three, understanding the concepts of more and less and object permanence. Searching for objects should not present a problem, unless the child confuses the name of what they are searching for.

 You can:

• Offer support in organisational tasks such as the sequence of tasks for an activity. For example, sorting shapes depends on identifying similarities in the shapes before they can be sorted.
• In supporting their development of patterns place objects/shapes sequentially for the pupil. Keep the number of objects/shapes to two or three and then develop more complicated sequences. Support them in matching the given sequence whilst identifying what comes next. Then move on to the pupil creating their own sequences and describing what comes next.
• Use a drum to copy patterns, keeping to three or four sound before building up more. Try with the class or group using a resonance board (plywood board like a very large ‘tray’) and playing the game ‘Beat That’ where the leader creates a sound pattern with their hands on the board that everyone can join in with and is repeated many times until everyone is able to join in: then in the silence that follows, when the leader has stopped, pupils take turns to create a rhythm.
• To help develop one-to-one correspondence encourage the pupil to give out resources or snacks, one to each pupil, play matching games such as ‘Pairs’ using cards.

Now you might like to look at:

• Mathematics and dyslexia and P level 5
• Mathematics and dyslexia and P level 7