Math Workbook “aka

for kids with ,

DYSCALCULIA<
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A resource toolkit book with 100 wink?
activities to overcoming difficulties with numbers

VOLUME 1

EDITION
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Math Workbook For Kids With
Dyscalculia
A resource toolkit book with 100 math activities to help overcome
difficulties with numbers

Volume 1

_ EasyMath
 =

Copyright 2021 - All Rights Reserved The contents of this book may not be
reproduced, duplicated or transmitted without direct written permission
from the author. Under no circumstances will any legal responsibility or
blame be held against the publisher for any reparation, damages or monetary
loss due to information herein, either directly or indirectly.

Legal Notice: You cannot amend, distribute, sell, use, quote or paraphrase any
part of the contents within this book without the consent of the author.

Disclaimer Notice: Please note that the information contained within this
document serves only for educational and entertainment purposes only. No
warranties of any kind are expressed or implied. Readers acknowledge that the
author is not engaging in the rendering of legal, financial, medical or professional
advice.
Introduction
Dyscalculia does not assume that the child does not have the ability
to learn mathematics, but rather that a child has a different way of
receiving, processing, interpreting mathematical information and
therefore, it can and should be corrected with adequate stimulation.
Through a specific re-education itinerary that encourages the formation
of mental connections, dyscalculia can be overcome.
Dyscalculia must be treated in a very personalized way with each
child, making a specific itinerary for each student based on the
neuropsychological evaluation that allows knowing what the specific
needs of the child are. The intervention by a professional focuses on a
cognitive reeducation itinerary with the aim of stimulating or creating a
new neural connection responsible for number concepts and number
sense.
Ways to help your child with math:
1. Use the exercises to strengthen their number sense. These are basic
number exercises such as simple operations, quantities and so on. You
will find many of these in this book.
2. Use number games. Using games provides a fun sense that favors
stimulation and learning.
3. Work with your child or student basic mathematical concepts such as
quantity, proportion (greater, less, much, little ...) and serialization.
4. Lean on visual references that help them understand mathematics
(charts, drawings, diagrams ...)
5. Teach your child or student the correspondence between operations
and mathematical language (add: union; subtract: remove; multiply: add
the same number; divide: distribution)
6. Help them to visualize the problems and to unravel the facts and
questions.
7. Train mental math through repeated activities so you will be giving
the child with dyscalculia cognitive strategies for math.
8. It is very important that you always give the child the time they need
to learn and create the relevant neural substrate.
9. Take care of the emotional well-being of the child. It is key that you
offer emotional support to avoid derived problems.
10. Adapt the learning process to each child, at their level, their knowl-
edge, their starting needs, etc.
Contents
Numbers
Recalling the Numbers
Missing Numbers
Counting Back
Ascending and Descending Order
What comes before, after, and between
Numbers - Smaller or Larger
Numbers - Greater or Less
Place Value
Numbers in Words 14- 15
Ordinal Numbers 16-17
Numbers More Than Hundred
Missing Numbers
Ascending and Descending Order 20
- 21
What comes before, after, and between
Smaller or Larger, Greater or Less 23
- 24
Place Value
Hundreds Chart
Numbers in Words
Number Operations
Addition
Adding 1-digit Numbers
Adding 2-digit Numbers (with/ without carry) 30-31
Addition - Word Problems
Adding 3-digit Numbers (with/ without carry) 33
- 34
Addition - Word Problems
Subtraction
Subtracting 1-digit Numbers
Subtracting 2-digit Numbers (with/ without borrowing) 37
- 39
Subtraction - Word Problems
Subtracting 3-digit Numbers (with/ without borrowing) Alice?
Multiplication
Repeated Addition and Multiplication 43 -44
Times Tables and Multiplication Wheel 45 -46
Skip Counting by 2s, 3s, 4s, 5s, and 10s 47-51
Multiplication - Word Problems
Commutative Multiplication
Division
Multiplication and Division
Division - Word Problems
Division
Mixed Problems
Fun with Number Operations
Number Fraction
Equal or Unequal Fractions
One Half 1/2 Fractions
One Third 1/3 Fraction
One Quarter (1/4) Fractions
Two quarters and Three Quarters Fractions
Fraction of the Shaded Area
Compare Fractions
Measurement
Measurement of length (cm, m)
Length -Longer or Shorter
Length - Word Problems
Measurement of Weight (g, kg)
Weight -Word Problems
Measurement of Volume (ml, 1)
Volume - More or Less
Volume - Word problems
The Right Temperature
Reading the Thermometer
Appropriate Measuring Unit and Tool
Telling Time - Full Hour and Half Hour
Quarter Hour
5 Minute Interval
Matching Time
Time in Numbers and Words 83
- 84
Drawing Hands
Fnding Elapsed Time
Geometry
Position and Direction
Shape Identification
Shapes - Sides and Vertices
Shape Comaprison
Shapes - Straight and Curved Lines
Drawing and Measuring Straight Lines
Statistics
Pictogram
Block Diagram
Tally Chart
 NUMBERS
In this chapter, students will learn to:
- Count to and across 99 forward and backwards,

begining with O, 1 or any given number,

- Read, and write to 99 in numerals and words

- place value, identify smaller or larger number, and

ViCVey DS ae ee signs.

- How to count numbers more than 100

-Counting to and across 999, forward and backwards,

begining with O, 1 or any given number

- Read, and write to 999 in numberals and words

- Place value, identify smaller or larger number, and

use <, >, = signs, and hundreds chart

- Ordinal numbers
Recalling the Numbers

100 ee
You've reached
the end
WELL DONE!
You've reached
the end
GREAT JOB!
De matome
0 +500

SiS
emia
8, SOG
 Color the third|irate ie

wenacee
ara
ee
Color the fifth and. ninth duck.

~ Help the. kids cross the road by answering the following questions.

Who is at the second number?

Where is James?
Where is Susan?
Who is at the fifth number?
Who will cross the road before Boris or Janet?
Who is at the seventh number?
Where is Tom?
(Well Done! 4

eB
 Position of the Alphabet

Pi
ns oe
a a
oe
Nineteenth

Seventy-second

Thirty-fifth

Sixty-ninth

Ninetieth
1 hundred and 1 101

1 hundred and 10 Baek:

1 hundred and

1 hundred and
 Caen
Numbers More Than 100

AO
F
the blanks.

Scie
in

e
ne
s

2 hundred and
|SEERERERE
SERSSERRR

3 hundred and
840 304

369 878
791 eee:

350

MaRS) ~ Oo
10 less than 10 less than

10 more than 10 more than

10 less than 10 less than

10 more than 10 more than

100 less than 10 less than

100 more than 10 more than

eS
 NUMBER OPERATIONS
In this chapter, students will learn to:

- Solve adding one digit, two digit, and three digit

numbers, with or without carry, and addition word

problems.

- Solve subtracting one digit, two digit, and three

digit numbers, with or without borrowing, and

subtraction word problems.

-Skip counting by 2s, 3s, 4s, 5s, and 10s, time tables,

and the hundreds charts.

- Solve simple multiplication and division problems.

using concrete objects and pictorial representations.

- Solve mixed problems and have fun with number

operations.

ed
Horses + Cows + Pigs + Cats + Dogs + Ducks = Total Animals
et)
ee r
pee Le
on ~ Adding 2-Digit Numbers (Word Problems)
J There are 13 butterflies in the garden. 15 more join in. How many
butterflies are there in total?

13 qx;
+ 10
Total butterflies =

2 Megan bought 24 apples on Monday and 9 apples on Tuesday. How

many apples did she buy altogether?

--

Total number of apples =

3)Ameena caught 37 fish and David caught 53 fish in one week. How
many fish did they catch altogether?

Ow
Pi v® N
eS Ss

Total fish caught =

(4) There are 78 cows in a farm. 21 more cows join in. How many cows
are there altogether?

Total number of cows =

ZG @ 66 @ i9
89

45
65

93
09

26
86
Adding 2-Digit Numbers (Word Problems)
@a shopkeeper sold 99 candies on Monday and 47 candies on
Tuesday. How many candies did he sell altogether?

99
+47
Total number of candies =
sold =
'2)Kate had 48 toys and got 33 more on her birthday. How many toys
does she have altogether?

Total number of toys =

Alexander bought 49 oranges and Zeena bought 68 oranges. How
many oranges did they buy altogether?

Total oranges =

There are 72 trees in the garden. 39 more trees have grown. How
many trees are there in total?

Total number of trees =

@o +53)

@is+4=4+_ = 12+
@i2+15-15+_ss ss 22+ B=-8+
@26+8-8+___—— “<sssHI
+ 9-= 9+
@to+7=7+___ @38+8=8+
@55+26-26+ + @60:+3-=3+
ort
Oe 4 eS

@3+8+10=10+8+

Cotesia eee
@15+6+9=9+6+

@20+8+13=13+8+

eS
 Adaing 2-DigitNumbersplaitnout Carry)
Pe es Add the following numbers.
Remaining birds on the string = 4 - 2 =
I
Oo] ==
2 _ Subtracting 2-Digit Numbers (W
ord Problems)
LL) There are ot fishin a pond. 43 fish have died. How many fish are
left? |

Number of fish left =

2) There are 65 ants in an ant hill. 32 ants move away. How many ants
are left there?

Number of ants left =

3) There are 87 cakes in a bakery. 45 cakes are sold. How many

cakes are remaining? :

iLig>Lib ilip
5 fe

Remaining cakes =

“4 There are 94 balloons at a party. 63 balloons blew away. How

many balloons are left?

Number of balloons left =

Subtracting 3-Digit
8 |
Numbers piWilicut Borrowing)
Subtract the second number from the first one.

OO O

064
a dag

2 556
ato O
 = 1°80 - 190

@ 567 767
- 203 - SBR3

® 359 365
166 - $285
total num )

G@)3 sets of

4 ' 4 - 4
(2) 4 sets of 5 cakes

+ + + il

(3) 2 sets of 8 chocolate bars

ae I

(4) 3 sets of 10 candies

kkk
C0008 ae a ll
 Repeated Additi
oe et =e
Multiplicatio
Oia ~,
F

Repeated Addition

Multiplication

Repeated Addition

Multiplication

Repeated Addition = ’

Multiplication
eee

Repeated Addition

Multiplication
*
.
2xo3= Bb, Oo= ai eace

2x4 38x 4= me sins

oxo 3xO= Hex)

i
 Skip Counting by 2s

,
Hel the rabbit hop by twos to get to the carrot by coloring the boxes.

5
ol ale
eo]|] 5 [2[8[a]ea] [i
—

a7
BOOOo gmc
O1

5
On

rs ot
a
1c)

=EJ —

7
ECC
Orae

96 69

EJ
EJ8 -SEIRInIEIES
oP)Ne) NO

e%) ~S GO
Ee

Ea
36 BEESESae EEE
 Skip Counting by 3s
Help the shark swim by threes to get to the tuna by coloring the boxes.

; ARE
[9[=|5]2[9]@[s[5[9] | 1S)

2]eee|e]ar] fos
OO

a
a20] twice] fer
a
RIED

me ee
EC
(oe)

rm] [or] fe fee

fs 555]]58 o
NO©

a 6
NO—

mls
[e]n[olelaler) [2 |
NO
DO

s sins a eal
EE
= | | “Skip Courting by 4s
1 aEthe frog leap by fours to land on the lily pad by coloring the boxes.

'e
(ERESENENEESEAENEACION
eo] |] 5 [ea] | so
a7
46 2m] eee] |e
ca oy—

co
2/8

Or—

ca ~SNe) Ol
Ov

2 ~ Oo OYOO

ca ~S

40.
EJ
[772|3[vo]]9]
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WN
SIO
|
O1

EJ ~S
ho

Ed
aieis[sss[=\=I=1#
 Skip counting by 5s
Help the koala climb by fives to find her baby by coloring the boxes.

he
i ea
| felelalalete a
47 ta

6] [at | fo) [is

a fai) far
fe je) fe
re fo] fw
o et) fo
"0 =| [a
= (| [2
= PIRI
SEP SESEEBls
 Sie Skip Counting by 10s
lion walk by tens to get to its prey by coloring the boxes.

\eEGGGEREGE
12

fo[|e][|a]e ||fe] |e
8
| felel*[e[e[=| |e
08 e

a 5
—te

aeOO

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OY
DO
Orv};
OD

W
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CO
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[ran eee
s(slalsla(aeelal =
 Multiplication (Word Problems) ae
)Mishal has 3 uncles. Each of them gave her 9 pencils. How many | '
pencils did she collect?

Xela
Total pencils =

Michal bought 4 packs of cupcakes. Each pack has 8 cupcakes.

How many cupcakes were there altogether?

Total cupcakes = rT
There are three friends in the class. Each friend has 9 shirts. How
‘many shirts do they have altogether?

Total shirts =

) There are 5 children in the garden. Each of them collected 6

Flowers. How many flowers did they collect altogether?

Total flowers = y
@4x6=6x

@ 5x6=6x

@10x«3=3-x

@3sx2x424x2x_
@oxtx626x4x_
@ox10«595%10x >
@ 3x9x10=10x9x
 _Multiplication and
a Di

Pe Theat one hae faeane for you.

Multiplication 3 x 2 Hl
Ov

Division 6-3 =2

Multiplication tx 2 = ___

Division 8.2 2 aa

Multiplication #2 .5)= ae

Division See

Multiplicdtion SU x (= Te

Division et ha

Multiplication

Division
 Division (Word Problem)
ae apples are put equally into different number of BOO How
can the apples be divided? © |
Give’ 3 possible answers. The first one has been done for you.

Number of packets Apples in each PRs

ai
mat
id
Hons
ean©
“Ll
(2) There are 12 burgers. They are put on dishes with equal numbers
Lis?

on each. How many burgers are put on each dish? Give 3 possible
answers. — ,

Number of burgers Burgers in each dish

UL
® Divide 10 by 5 GOPCCC@ divide 12 by 4
10+ 95 eeece 12 +4

@ Divide 15 by 5 cecece Divide 16 by 4

15 +0 @eeece «+

ee
@ Divide 18 by Bee soe @ Divide 20 by+ 5 $3333
18+ 3 @e@ eee 2-5 eee .
; Bedbeinc

. C0e
Cee ece
@) Divide 27 by 3 eee
en
® Divide 30 by l0@ee
eee
eee eee
27+ 3 @e@e @@e 30-10 eee eee
eee eee eee eee
eee | eee eee.

Sel
fl

146 + 324 470

150 - 34 116

10 x4 40

10

567 + 385 952

25 +65
234 - 123 111

5 x 12 60

ix 20 06

10
Addition of rows and Multiplication of rows and—
columns = 56 columns = 24 .
 NUMBER FRACTIONS
In this chapter, students will learn to:

- Recognize, find, name, write fractions | ,

LEAS
4 4
—.

of a length, shape, quantity, and set of objects

- Write simple fractions and sort out smaller or larger

fractions
 Equal or Unequal Fractions
Color the shapes that have equal parts green.
Color the shapes that have unequal parts red.
SSEEEEEsS
SSEEEEEsS
 MEASUREMENT
In this chapter, students will learn to:

- Choose and use different non-standard and standard

units to measure, calculate, differentiate, and solve

word problems related to length (cm, m), weight (g,

kg), volume (ml, I).

- Identify and show warm, cool, cold, freezing, and hot

temperatures, fill in the thermometer and read the

thermometer in different weather situations

- Distinguish whole hour, half hour, quarter hour, 0

minute interval, drawing hands, telling time differences,

reading and writing time in numbers and words

 | Eetitared fenaih:
hand spans
Actual Length:
hand spans

Estimated Length:
hand spans
Actual Length:
hand spans
Estimated Length:
hand spans
Actual Length:
spans
mae ae a hel eae a Ar a Cae P. ;

Estimated Length:
rulers
Actual Length: s
_rulers
‘Bed Pir eu Estimated Length:
A ih inMs
rulers
Actual Length:
Well rulers

Estimated Length:
rulers
Actual Length:
__rulers
——
 Length - Word Problems i.
A wire is 45cm long. Another wire of 30cm has been attached to
it. What is the total length of the wire now?

49cm
+3: Oteim
Total length of the wire = cm
Brown has built a 525cm long wall and Mark built a 764tcm long wall.
What is the total length of the wall that they have built altogether?

Total length of the wall = cm

Jake has ‘ 90/m roll of cloth. He sold 342m of that cloth. What
is the total length of the remaining cloth?

Remaining piece of cloth = m

Stephen drove 100m. He needs to drive double that distance to
reach home. What is the total distance he'll cover?

Total distance = m
 The weight of my math book is Seta yi geometry boxes.
| The weight of my water bottle is equal to pencils.
_ The weight of an apple is equal to grapes.
 Measurem ent of Weight (g, ks
Guess and tick the weight of each.

lg , 10g, 100g

iG. 10g, 100g 10g , 100g, lkg

0g , 00g, 5dkg

ie,
Ye
RA
o —
~

@
Ss

100g , lkg, 10kg 400g , 40kg, 400kg

 POSE EWoKL- Word Problems
@ There are two bikes in the garage. One weighs 345kg and the other
one weighs 467kg. How much do both bikes weigh altogether?

S45kg
+°6.7 keg
Total weight of bikes = kg
@) Meena picked 280kg of apples and Joe picked 634kg of apples.
How many kilograms did they pick altogether?

Total weight of apples = kg

@rr one sack holds 50kg of flour. How much flour would 2 sacks hold?

Amount of flour in 2 sacks = kg

4%) A chocolate bar weighs 300g. What would 3 bars of chocolate

weigh?

Total weight of chocolate bars = g

CD
TC
hl
e—

F—
200ml eee | | 600 I

5000mI (al 5 | | |300m

600m |
|601 71 | | 700ml

9000m| 9 | jail 200ml

 Volume - Word Problems ne
ont
Te
R
as
ce
ap
/

Erin made 430ml of orange juice. She drank 100ml of it. How much
does she have left?

Tan) Th.
=e m |
Amount of orange juice left = ml
(2) There are 5 bottles on the table. Each bottle has 200ml of oil in
it. How much oil is there in all the containers?

Total amount of oil = ml

(3) There are 500ml! of milk in a container. Dad added 340 ml more.
How much milk is there in it now?

Total amount of milk = m|

(4) A shopkeeper bought 200 liters of milk. He sold half of it. How
much milk does he have left?

Amount of milk left =

Je
 “The Right Temperature
BBB at each picture. Does it show temperatures that could be hot,
warm, cold, freezing, or cool? Write the temperature and fill in the
thermometer for each picture. Write how the temperature feels below
each picture.
oes Peg 4

oF f es

120= = 50
8
II | r=)

DD
&=
bo
q@ : Valudulatatiteletitilullitiilal
 Reading the Thermometer
Read the thermometer and write the correct statement in each box. |

BOgF Very Hot Day DOs

Body Temperature Room Temperature

Snowy Day Temperature

 s Appropriate Measuring Tool and Unit
Which attribute can you Which attribute can you
measure with a ruler? measure with a bottle?

a. Length a. Length
b. Weight b. Time
c. Time c. Temperature
d. Temperature d. Volume

The weight of a motor bike is The length of a room mat is

measured in measured in _

a. grams (g) . millilitre (ml)

b. centimetre (cm) . centimetre (cm)
c. kilogram (kg) . metre (m)
d. metre (m) . kilogram (km)
Ome
OF
Oman

The volume of water in a glass The weightof a pencil is

is measured in measured in _

a. litre (I) a. centimetre (cm)

b. metre (m) b. gram (g)
c. gram (g) c. kilogram (kg)
d. millilitre (ml) d. millilitre (ml)
 Quarter to Five

Ce
 w the tir
— Draw the hands o nt he clock to sho

Quarter to Nine
 Finding Elpased Time _
Calculate how much time has elapsed from clock A to clock B.
 GEOMETRY
In this chapter, students will learn to:

- Describe position and direction

-Shape identification, naming, and recognition
-Compare different shapes on the basis of their
sides and vertices
-Differentiate straight and curved shapes
-Draw and measure straight lines _—
 Position and Direction
. Color the arrows as follows.
Blue = A half turn clockwise
Yellow = A half turn counterclockwise
Green = A quarter turn clockwise
Pink = A quarter turn counterclockwise ?
Purple = A three quarter turn clockwise clockwise counterclockwise
Red = A three quarter turn counterclockwise

oe a @
18 &© & o
Bawa & &
le
Color Codes:
Circle = Blue
Square = Orange
Rectangle = Pink
Stars = Purple
Oval = Red
Diamond = Green ae

Trapezium = Brown

ed
 Name: Name:
a

Sides:

a
Sides:
Vertices: Vertices:

Name: Name:
oa
Sides: Sides:

Vertices: Vertices:

aw Name:
OG
Name:

Sides: Sides:

NAMES.
3 Vertices:

ed
oO
Color the shape which has
ae
Color the shape which has
e
-

fewer sides. more vertices. _ |

Color the shape which has Color the shape which has .
fewer vertices. more sides. SS

Color the shape which has Color the shape which has
fewer sides. more vertices.

Color the shape which has Color the shape which has
more vertices. fewer sides. ~
 ~*~

3cm
In this chapter, students will learn to:

- Sort and categorize things

-Interpret and construct simple pictograms

-Interpret and comprehend block diagrams

-Use tally marks to display the numbers
— Block Diagram
The block diagram shows the amount of caps avail
able for sale in an
accessory store. Use this diagram and answer the following
questions.
V2

10

1. How many B-caps are available in the store?

2. Which cap is available in highiest quantity?

3. Which cap is available in less quantity?

4. Mention the cap which quantity is greater than cap-C and less than
cap-B.
5. How many E-caps are available in the store?
 _TallyiChants

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The signs of dyscalculia are not always easy to identify. This checklist
tells you what the signs of dyscalculia are at
different ages, such as difficulty counting and number sense.
Be aware that all children may have trouble with math from time to
time. However, those with dyscalculia have much more difficulty than
other children their age.

In this book you will find activities for children between

the ages of 8 an 10 based on:
M Recalling the Numbers
M Missing Numbers
M Back Counting
M Ascending and Descending Order
M What comes before, after, and between
Numbers - Smaller or Larger
[ Numbers - Greater or Less fal
nl
eee
i
e
mn
ea
rea
ut
: a
oF
mx.ey

M Place Value
M Numbers in Words
St
‘i

M Ordinal Numbers
Numbers More Than Hundred
M Missing Numbers
M Ascending and Descending Order
M What comes before, after, and between
Smaller or Larger, Greater

And many more activities that will allow you to have

enough resources to practice math.
Visit www.BrainChildGrowth and
download 20 FREE extra activities for Free
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