Dyscalculia Test

Your Free Dyscalculia Test From Learning Link Technologies http://www.learning-aids.
com
Lisa Harp Founder of the Harp Learning Institute

Lisa has been an educator, certified teacher, learning disability specialist, and educational therapist for over twenty years. After observing how difficult school can be for students with learning problems, Lisa began independently researching learning disabilities and how to effectively treat them. She also received training in vision therapy and brain integration therapy. Lisa has brought this knowledge and experience to Learning Link Technologies by creating a system that has been proven to help struggling students. This system is now available in an at-home version so that all students have the chance to succeed academically.
Thank You for downloading the dyscalculia test. I truly hope this is the first step in solving academic problems for you or your child. Dyscalculia and learning differences are different for everyone. No two diagnoses are exactly the same. Thats why its important to not only understand if dyscalculia is the problem but also to understand where the strengths and weaknesses are. We can build upon the strengths and also focus on exercises which overcome the weaknesses. In most cases educational therapy is the answer to these problems. Piling on more academics prior to dealing with the underlying problems can just cause more difficulty. If you find that you have a need for educational therapy we hope that youll consider our program. http://www.learning-aids.com/solutions
Thank You Again To Your Childs Success Lisa Harp Learning Link Technologies
Dyscalculia Symptoms Does the student: understand math concepts but makes mistakes on easier computation? have a difficult time understanding order of operations and basic sequencing? mix up and confuse math symbols like +, -, x, = ? have a poor sense of direction, easily getting lost or confused? become anxious or nervous when asked to do math or algebra? transpose numbers, such as write 89 for 98? confuse 9s for 6s and 6s for 9s? have a difficult time understanding the concept of telling time and the passage of time? refuse to write down math steps but tries to do them mentally, which causes mistakes? have a difficult time counting backwards? prefer to doodle on sides of papers or draw/create instead of do math assignments? have a difficult time with sequencing and patterns? have a difficult time lining up math problems or reveal sloppy pages? lose his/her place on multi-step math problems such as long division? have problems memorizing math facts, formulas, or steps? struggle with fractions and algebra concepts? have difficulty in understanding and setting up basic word problems? have a difficult time understanding oral directions? have organizational problems? have a difficult time estimating and gauging distances? have a difficult time putting puzzles together? have a difficult time switching from one math skill to the next adding and then going to subtracting? fatigues after doing a few math problems
Answering yes to 20% or more of these question may indicate the presence of dyscalculia. Higher percentages could indicate a more acute problem.
Dyscalculia Test
1. Fill in the missing numbers. 3, 6, 9 ___, 15, 18, ___,24, 27, ___, 33, 36, ___ 2. Match: 6 8 9 3 9 3 6 5 8 5 9 8 6 9 0 3 5 8 5 2
3.Count backward from 20 and then forward to 50. 4. Match:
5. Draw the next two figures in the pattern:
6. Copy the following problem to the right making sure the columns are lined up:
123987 35520 2352782 569 4789346 + 12 _____________
7. Do the following word problem. Show the number sentence. Max, Sam, and Anna were collecting rocks. Max found 5 rocks. Sam found 6 rocks. Anna found 3 rocks. How many rocks did Sam and Max find all together?
_____________________________________________
8. What does sum mean? 9. How many hours are in a day? 10. How long would it take you to brush your teeth? a. three hours b. three minutes c. three seconds 11. 12. 12 + 2 3 x 2 = Count out loud by 4s.
13. How long would a new pencil be? a. 12 feet b. 12 inches c 12 meters
14. Copy the following numbers on the lines below. 6 ____ 12 ____ 9 ____ 6 ____ 9 ____ 21 ____
15. Add 3 to each number: 7____ 6____ 9____ 5____ 4____
16. Now subtract 2 from each answer from above. ____ ____ ____ ____ ____
17. Circle all the 6s:
9 6 9
6 6 9
6 9 6
9 6 9
6 9 9
6 9 6
9 6 6
9 9 6
6 9 9
9 6 6
6 9 9
9 6 6
6 9 6
18. Look at the following number sequence. Cover it up and then write it on the line.
6 7 8 3 4 5
____________
19. Repeat the following number sequence back to me: 9 7 4 5 6 2
20. Look at the shape. Cover it up and copy it on the line.
__________________________
21. Use the symbols to perform the math problems.
= +2 7 9 3 = ___ = ___ = ___
= -3 8 4 2
= +1 = ___ = ___ = ___
Answer Key: 1. Fill in the missing numbers. 3, 6, 9 , 12, 15, 18, 21,24, 27, 30, 33, 36, 39 2. Match: 6 8 9 3 9 3 6 5 8 5 9 8 6 9 0 3 5 8 5 2
3.Count backward from 20 and then forward to 50. Student is to count backward quickly and easily without missing any numbers and then easily switch to counting to 50 without missing any numbers. 4. Match:
5. Draw the next two figures in the pattern:
6. Copy the following problem to the right making sure the columns are lined up: Make sure student copies the problem with the columns lined up and the numbers in the correct order.
123987 35520 2352782 569 4789346 + 12 _____________
7. Do the following word problem. Show the number sentence. Max, Sam, and Anna were collecting rocks. Max found 5 rocks. Sam found 6 rocks. Anna found 3 rocks. How many rocks did Sam and Max find all together?
5 + 6 = 11
11 rocks
_____________________________________________
8. What does sum mean? to add numbers 9. How many hours are in a day? 24 10. How long would it take you to brush your teeth? a. three hours b. three minutes c. three seconds
11.
12 + 2 3 x 2 = 22
Student should be writing steps down: 12 + 2 = 14 14 3 = 11 11 x 2 = 22
12.
Count out loud by 4s.
4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48, 52, 56, 60, 64 -student should not spend too much time processing this or use fingers to count 13. How long would a new pencil be? a. 12 feet b. 12 inches c 12 meters
14. Copy the following numbers on the lines below. 6 ____ 12 ____ 9 ____ 6 ____ 9 ____ 21 ____
-make sure student copies the number correctly without transposing 15. Add 3 to each number: 7 10 6 9 9 12 5 8 4 7
16. Now subtract 2 from each answer from above.
10
17. Circle all the 6s:
9 6 9
6 6 9
6 9 6
9 6 9
6 9 9
6 9 6
9 6 6
9 9 6
6 9 9
9 6 6
6 9 9
9 6 6
6 9 6
18. Look at the following number sequence. Cover it up and then write it on the line.
6 7 8 3 4 5
____________
-make sure number sequence is covered and that the student copies it correctly 19. Repeat the following number sequence back to me: 9 7 4 5 6 2 -call out the above number sequence and have the student repeat it back to you. You may not repeat it for the student. The student must have all numbers repeated back correctly for it to count as a correct response.
20. Look at the shape. Cover it up and copy it on the line.
__________________________
-check that the student was able to copy the shapes in the correct order. The shapes dont have to be precise, but you should be able to recognize the shape. 21. Use the symbols to perform the math problems.
= +2 7 9 3
Scoring:
= -3 8 4 2 = = =
= +1 5 5 4
= 9 = 10 = 0
The student should get 16 of the answers correct. If the student misses more than 5 of the answers, then there is an indication of dyscalculia, and intervention should take place.
Scoring: The student should get 16 or more of the answers correct. If the student misses more than 5 of the answers, then this may be an indication of dyscalculia and intervention should take place. For more information and tools for discovering and treating learning disabilities please go to http://www.learning-aids.com
I hope you have found this useful. ~ Lisa Harp
You may freely distribute this work as long as is not altered.
http://www.learning-aids.com

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Your Free Dyscalculia Test From Learning Link Technologies http://www.learning-aids.

Lisa Harp Founder of the Harp Learning Institute

3.Count backward from 20 and then forward to 50. 4. Match:

5. Draw the next two figures in the pattern:

123987 35520 2352782 569 4789346 + 12 _____________

15. Add 3 to each number: 7____ 6____ 9____ 5____ 4____

17. Circle all the 6s:

19. Repeat the following number sequence back to me: 9 7 4 5 6 2

20. Look at the shape. Cover it up and copy it on the line.

21. Use the symbols to perform the math problems.

= +2 7 9 3 = ___ = ___ = ___

= +1 = ___ = ___ = ___

5. Draw the next two figures in the pattern:

123987 35520 2352782 569 4789346 + 12 _____________

Student should be writing steps down: 12 + 2 = 14 14 3 = 11 11 x 2 = 22

Count out loud by 4s.

16. Now subtract 2 from each answer from above.

17. Circle all the 6s:

20. Look at the shape. Cover it up and copy it on the line.

I hope you have found this useful. ~ Lisa Harp

You may freely distribute this work as long as is not altered.

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15. Add 3 to each number: 7 6 9 5 4

= +2 7 9 3 = _ = _ = ___

= +1 = _ = _ = ___