A student is having difficulty coordinating touching her fingers as she counts to solve single-digit multiplication problems. Describe the correction procedures for this type of error
What will be an ideal response?
The teacher would first model correctly skip-counting using fingers. The teacher would then lead the student by guiding the student’s hand to coordinate touching and counting. The teacher would then test the student by watching her count and touch independently. As a delayed test, the teacher would then present a set of examples for the student to practice only touching her fingers and skip-counting.
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