Put “hands” on the “hips” of the number 8, representing his indignation at the whole idea. He thinks he’s too old to babysit, and besides, this 3 year old is a naughty little boy who doesn’t listen to anybody. For example, when learning the math fact “8×3=24,” a picture story could be made, creating the number 8 as an eighth grader who has to babysit the neighbor’s 3 year-old child while they go out for just an hour. Right brainers learn anything easier when emotion, color, or stories are added to the learning method. These facts can actually be very easy to learn when using a right-brain-friendly method. Multiplication fact memorization can be a real source of frustration for a right brainer and can keep him or her from going on to more difficult math because of this block. Adding and subtracting can be taught in one step by using this method. Thus, when the child sees a thirteen and a five, he or she knows the eight is missing. Place this up high so the child has to look up at it, further stimulating his or her right brain visual memory. You can also place the adding fact on a triangle, placing thirteen on the top of the triangle, with the eight plus five on each corner. With the answer on the front (which left brainers tend to think of as cheating) the child learns to see the problem with the answer so that when just the problem is presented, in his mind’s eye, he can still see the answer, usually in the color you originally had it. Then, have him or her look up at it, just as he does to learn his spelling words. To learn number facts using flashcards-since the right brain child learns best when he or she sees the whole picture-put the answer on the front of the flashcard, preferably in color. This also leads to being able to do mental math-adding numbers quickly without the need for pencil, paper, or fingers. After this is successfully completed the next step is to take a “picture” of the five with the dots on it so the counting can be done with the eyes instead of touching the dots with a pencil. This eliminates the need to put down the pencil and count finger, which greatly slows things down. When the child adds “7+5,” he or she says the seven and touches the dots on the five, saying “eight, nine, ten, eleven, twelve,” as he or she does so. For example, the number 5 has five dots drawn on it. In this method, the number visually shows the quantity it represents. One is the old-fashioned method know as Touch Math. There are several methods that will serve to speed these processes immensely. When a right brain child is presented with flash cards to help with the memorization process, frustration sets in. Fingers replace the manipulatives and continue to slow down the process of quick adding and subtracting. However, manipulatives are used longer than necessary and become a crutch which makes rapid calculation unobtainable. When first and second graders learn how to add and subtract they are frequently given manipulatives to aid them in understanding the concepts. Some children, because of a slight learning glitch, need to have most things presented to them in their dominant learning mode in order to effectively store things in their memory. It’s just easier for him or her to learn it in his style so more energy is left to learn other things. Many times a right brain child can learn left brain presented material. As we can see, the left and right hemispheres learn in a completely different manner.
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