I have a set of timed tests that have 1 to 12 listed on the top of the page with empty boxes on top of the numbers. The students write the math facts on top of the numbers 1 through 12. 5 10 15 20 etc. 1 2 3 4 etc. It has helped with some students, rather than looking at the charts or about the room, they look at the top of the page. You can easily make the math facts and the boxes using the basic math program from worksheet factory. Quote:

amsparky said: Hi all,

I am looking for some advice. My son is in 3rd grade and is having major trouble with timed math fact tests. I think it's a combination of math anxiety and just trouble testing. Last year he did terrible because he was answering in a pattern (a little OCD there). On his last test, he only answered 11 of 60 problems. I do not want his overall math grade lowered because of this, especially when his 504 stipulates extended time on tests/assessments. I would be more than willing to have him answer the questions at home for partial credit.

I am a veteran teacher and know what happens when parents enable their kids, so that is my biggest fear here, but I also know how the low scores affect his overall mentality (I'm just not good in math type stuff).

Any suggestions are most welcome! Alana Author, Domestically Challenged

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Hi,

I am the mother of a 4th grader with ADHD, and I am a 3rd grade teacher, also ADD myself. Last year when my son was a third grader he started having the same difficulties with timed tests. He couldn't complete 20 problems in 1 minute -- always got to 17 or 18, but never got them all. We studied and studied and even though we knew he had memorized them, the anxiety of being under timed pressure and the slow processing associated with the ADHD prevented him from advancing to the next level. I never knew how much it bothered him until I overheard him expressing his frustration to another adult in a casual conversation about school. When I contacted his teacher about "additional time" on his timed tests, she expressed concern that if she allowed him extra time it would make him "stick out" to the class and might embarrass him (I agreed). We decided that she would accept 17/20 as "passing" as long as all of the answers he completed were correct. I also began giving him 1-minute tests at home that were timed, and we practiced daily to build up his speed. For the next two sets of facts, his teacher "passed" him with 17/20, and after that he was able to build up his speed to the point that he was able to do 20 in one minute and never needed the accomodation anymore. I think it was just knowing that the pressure was off that made it possible for him to relax enough to think clearly. If your child's teachers are not willing to work with you and make these small accomodations, then you should push for the 504 and make sure the school knows that you know what your child is entitled to. As a public school educator I know very few colleagues that are unwilling to do small things to help children, such as the situation that I described. The teacher may not even make the connection between the inability to do facts "fast" and may not realize that the ADHD is the obstacle keeping your child from completing the problems quickly. Honestly, we teachers are pulled in so many directions and have so many kids with individual needs, that even the most caring, observant teacher may just not realize that a simple accomodation would make all the difference in the world. You have to be your child's advocate and bring your child's difficulties and needs to the the forefront of the teacher's mind. I wouldn't jump the gun on the 504 plan unless the school refuses to give your son what he needs and is entitled to. I know my own son may need a 504 plan in the future, especially when he goes to middle school and has so many different teachers each day. For now, we are choosing his teachers carefully each year, to ensure he gets one that will look out for his needs without that legal document hanging over her head.

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