Helping Kids With Dyslexia, Video 40, Maths 1 Coding, Dyslexia Done Right, ADHD done Awesome

Helping Kids With Dyslexia, Video 40, Maths 1 Coding, Dyslexia Done Right, ADHD done Awesome

Numbers and math. As Dyslexics have problems coding these abstract spoons with the relative sounds, people who do dyscalculia have the same problem with numbers. So we have to learn learn how to code numbers. Learning how to code numbers is actually far easier than it is to learn to code letters. Why is this? What’s this number? 1. What’s this number? 2 What’s this number? 4 It’s not the abstract figure that we write down of the number 4. The number 3. Those are abstractions. Our brains work very similar full mathematical coding to computers. Computers are built up of binary code, zeros and ones, and they can process those zeros and ones at fonominal speeds. The human mind can not process zeros and ones as fast as a supercomputer. However the human brain can process more than zeros and ones. So how do we code math? And numbers? We play games. We play games? Yes, there are two types of games we need to play, to learn to code math. Children that do this whether they are hunters, whether they are farmers are far more successful at math and they actually tend to be the 10 percent of people that end up enjoying math because 90 percent of people, of adults don’t like math. If you learn to code by playing games, this is how we can create the building blocks to successful mathematicians. So what is this code I’m talking about? Well you’ve seen it a million times because there are two types of games we have to play, where we see these cards the first on a die or as some people may call it a dice. 1 . two .. three … four …. five ….. and possibly six …… The other place we see coding is on poker cards. The one , the two dots up to the 10 dots. We don’t need to go higher than that, actually up to 5….. Those are placed on the dice the way we code number 6. And the way we code number 7 8 and 9 can vary. We can use the six of the dice we can use the seven, eight, nine of the cards. However whilst up to 5 was very very cleverly designed the others weren’t. If you look at this picture you’ll see a slightly different coding and all it is is the repetition of to 1-5, because if we can code correctly to 5 to code 10 is just 5 twice. If we can code and 5 and 10 and we get that clear in our mind, we can then build again with plasticine is with plasticine we can then build the abstract, onto our code, so our subconscious mind sees the abstract form and immediately identifies that as three dots. 3 dots & 2 dots make 5 dots, 5. Our brains can process this extremely quickly and therefore we can add we can take away we can multiply very, very quickly. Why playing games? Well because we’re seeing these patterns repeatedly, subconsciously and I’m not talking about playing games on an iPad, I’m talking about physically rolling the dice. Identifying five dots as five moving the counter of five places. One of most highly efficient games we can play to learn to count games like snakes and ladders because we land on the abstract 4 we roll the dice. We see five dots. We have to move it five places and we then put all counter on the abstract figure of nine. Now we don’t have to point this out. We just have to play many, many, many, many, many times. And subconsciously, we’re always talking subconsciously. This information is being soaked up by our brains, playing cards when we’re playing cards. We can play simple games like Go fish. We can play a slightly more advanced games like blackjack, adding up to 21. Now we can play up to 21. We can play up to 20. We can play up to 10. It doesn’t matter. We’re playing up to it doesn’t matter the number we’re adding, to say, it’s that we are coding the dots, subconsciously, with the number on the side of the card. And we’re adding them together. We’re adding the dots of this card to the dots of this card fives, building up to tens. Subconsciously having fun doing it. Another way to help to code this is to get colored blocks of wood, plastic, color counters have several colors,, five each and we place in the code, one counter two counters in the diagonal, three counters in the diagonal, four in the square, five. Then we go to the next color and do it again. When we asked simply that the child says how many there are. We can add two at a time, we can add three at a time, we can take away four, we can… At the beginning we might go up to 10, where the child 90% easy, goes no problems, as we start going into the teens it might get a little confusing so we stop there we come back, we identify. As they get better at math we might build up to 30, where they start to get confused, we then just play up and down, picking up blocks ,putting down blocks, however many there are. Obviously we don’t pick up random blocks. We leave 5 5 5. We always do completes 5 and then we take off from the last complete block or we add to the last complete block. Once we can do this smoothly by playing the games. And we’ve got the coding with the abstraction we can then start to work more with the abstraction. When we’re working with the abstraction, again, simple games, the same thing three plus two. We want them, in their brains to be seeing three dots, two dots, makes five, unconsciously. We’ll know it’s going to be unconsciously because they are going to be doing it at rapid speeds. When they’re learning they’re going to be doing slowly, processing it consciously and it’ll take a bit more time. But we must build in this coding,, when we’ve got this coding the people who do math highly effectively. This is the skill they do unconsciously.

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