The National Guidance

Numeracy Strategy
Curriculum & Standards

The daily mathematics lesson

Teachers and
Guidance to Teaching Assistants
in Primary Schools
support pupils Status: Recommended

with speech and

Date of issue: 09/01
Ref: DfES 0513/2001

language difficulties

Standards and Effectiveness Unit

2+3 GUIDANCE TO SUPPORT PUPILS WITH SPEECH AND LANGUAGE DIFFICULTIES
18-7
12×2 Speech and language
1 2
3+ difficulties
2–1 The problems pupils have may include:
33+5 ● difficulty producing speech and language, especially in complex words and

66÷3
sentences;

● difficulty understanding spoken language, especially if the speech is fast and

7 ×3 the language is complex;

41+3
● difficulty coping with complex demands, for example writing while following
spoken instructions, or counting while remembering a number;
19-5 ● difficulty remembering spoken information, especially where order is

2–3 important, e.g. a list of instructions, a set of numbers;

×2
● difficulty using language in context, for example problems with listening, turn-

1 3 taking, and sharing conversations.

42– 0
12+2 These can result from a variety of conditions, including:

Verbal Dyspraxia – difficulty in planning, co-ordinating and sequencing

192×
4 the precise movements necessary for speech;

77+6 Phonological Disorder – difficulty in learning and using the rules that
govern the sounds of spoken language;

11– 0 Dysarthria – impaired ability to make the accurate movements necessary in

23+3 speech production;

58- 9 Expressive Language Disorder – difficulty learning spoken

language skills, for example vocabulary and grammar;

42+2
+2 Receptive Language Disorder – difficulty in understanding spoken

72
language;

Semantic and/or Pragmatic Disorder – difficulty in understanding

332+4 the meaning of words and phrases (semantics) and the use of language in
2×2 context (pragmatics).

1 7 + ×2 Speech and language difficulties for some children may arise as part of a
medically-identified condition such as Landau-Kleffner Syndrome, a form of

199×2 childhood epilepsy resulting in severe receptive and expressive language

disorder.

18×2
0+2 2
GUIDANCE TO SUPPORT PUPILS WITH SPEECH AND LANGUAGE DIFFICULTIES 2+3
18-7
How do pupils with speech 12×2
1 2
and language difficulties 3+
learn mathematics 2–1
33+5
differently?
Numbers and the number system 66÷3
Pupils with speech and language difficulties: 7 ×3
● may have difficulties ordering or sequencing numbers. 41+3
Ensure that pupils do not miss experiences of nursery rhymes and counting
rhymes that involve sequencing. Pupils need opportunities to manipulate
19-5
numerals physically whilst counting. Beads on a string and velcro boards with
2–3
×2
numbers on allow pupils to use, touch, move and count objects using
apparatus. The use of a sliding marker on a number line to highlight the
number being counted will support poor auditory sequential memory. 1 3
42– 0
12+2

192×
4
● may have difficulty with number vocabulary. 77+6
It is important to focus on the structure of numbers and to develop pupils’ use
of numbers beyond the teens, even if this is a ‘sticking point’. Regular 11– 0
counting using a 100-grid will support the development of counting skills and
help to overcome such common difficulties as confusing 18 with 80. 23+3
● may find the language of number comparison difficult.
58- 9
Pupils may be able to point to a set of objects containing ‘few’ items. However,
42+2
difficulties will occur when asked to select the set with ‘fewer’ or the ‘fewest’.
+2
72
Pupils with receptive language difficulties will often concentrate on the stem of
the word – i.e. ‘few’ – and be unaware of the difference between ‘few’ and
‘fewest’. An illustration used for reference may support a simple definition.
few
332+4
fewer
2×2
fewest 1 7 + ×2
The initial introduction of comparative language may be supported by the use
of quantities that are vastly different (on sight). Regular sequenced use of few,
199×2
fewer, fewest will support the understanding of this concept.
18×2
3 0+2
2+3 GUIDANCE TO SUPPORT PUPILS WITH SPEECH AND LANGUAGE DIFFICULTIES
18-7
12×2 ● may find it difficult to translate the spoken number into numerals.

1 2 Pupils often need support in writing numbers. It is quite common to see two

3+ hundred and sixty written as 20060 because that is how the pupil has heard
the number. Pupils with speech and language difficulties are often very rigid
2– 6 in their thinking. They will know how the words two hundred are represented in

33+5 numerals and will find it hard to accept that the numerals representing two
hundred and sixty look different from what they expect. Work with place value
charts when counting will help to overcome this difficulty. Pupils will also

66÷3 benefit from the manipulation of place value cards to understand how
numbers are built up in relation to their spoken forms.
7 ×3 ● need to be slowly and systematically introduced to new

41+5 mathematical terminology.

It is important to introduce pupils to the vocabulary that is relevant to particular
19-5 mathematical skills but also in line with their own personal language

2–3
development. The vocabulary should be introduced on a ‘need to know’ basis.
This will be structured into categories to support different aspects of

3 ×2 mathematics: e.g. vocabulary related to the four operations; key markers; words

1 to compare and order numbers. It is essential to support pupils in practising

their own use of mathematical vocabulary and the way that vocabulary is used
42– 0 in the context of a mathematical topic. Where possible, new vocabulary should

12+2 be introduced to pupils before they meet it in a mathematics lesson.

● may find it hard to discriminate between odd and even numbers.

192×
4 Outside the context of mathematics, ‘odd’ and ‘even’ mean very different
things. Pupils need to have some way of grouping together odd and even
77+6 numbers. A visual grouping of objects to show the
difference between odd and even is
11– 0 possibly the most supportive.

23+3
58- 9
42+2 1 2 3 4 5 6 7

+3 Similarly, it can be useful to 33

55

72
44

introduce a physical memory aid,

such as counting in odds and
332+4 evens using alternate hands and 1 2

2×2
1 2
fingers. This way, the odd
numbers are grouped together on

1 7 + ×2 one hand and even numbers on

the other hand.

199×7
18×2
0+3 4
GUIDANCE TO SUPPORT PUPILS WITH SPEECH AND LANGUAGE DIFFICULTIES 2+3
18-7
● may learn to count in 2s, 3s, 5s, etc., by rote but cannot use 12×2
information from one multiplication table to support
1 2
understanding of another.
Some pupils may find it extremely difficult to learn multiplication tables, but 3+
relatively easy to learn to produce spoken responses to visual cues. 2–1
Responses to cue cards may be learned first in table order, then at random.
33+5
2 × 8 = 3 × 5 4 × 4 =
=
66÷3
Some pupils, however, may become competent at reciting their multiplication tables
7 ×3
on request. This competence often masks the fact that they have learned a ‘verbal
41+3
story’ with no understanding of the maths. Pupils may not be able to use the facts
from the 3× table to work out the 6× table, or information from the 10× table to work 19-5
2–3
out the 5x table. It is important to highlight key facts (such as 5× … is the midpoint
marker in each table) when learning by rote. These can be used as ‘stepping-off
points’ to check understanding and to link into other multiplication tables.
3 ×2
1
Calculations 42– 0
Pupils with speech and language 12+2
difficulties:

192×
● may have short-term memory 4
difficulties which make it difficult to
hold a number or numbers in their 77+6
head long enough to carry out a
calculation. 11– 0
23+3
For pupils with speech and language difficulties, the auditory channel is often the
weakest, and so in trying to carry out mental calculations a great deal of information
may be lost. Visual prompts and cues and the opportunity to manipulate physical 58- 3
resources, as the questions are being asked, may provide some support. This is
especially the case if the questions can be written (on the board or on a piece of 42+2
card) using numerals instead of words. Encourage pupils to use jottings to record
+2
numbers or to use a number line or 100-grid to locate a number.

● may have difficulty with the rapid recall of information.

72
Pupils who have difficulty taking in information may also have problems 332+4
remembering it. They will need practice at different ways of grouping information
in order to recall it. Use structured activities that the pupils may be familiar with
2×2
to practise grouping, e.g. Kim’s game, dominoes and posting-box activities.
Familiar activities allow pupils to focus on the mathematics. During the activity, 1 7 + ×3
use opportunities to question pupils about the information they are grouping. For
example, when posting numbers into a box and retrieving their square numbers,
199×2
stop the activity and ask which number will come next in the sequence.
18×6
5 0+2
2+3 GUIDANCE TO SUPPORT PUPILS WITH SPEECH AND LANGUAGE DIFFICULTIES
18-7
12×2 ● may learn calculation techniques without any understanding of

1 2 what is happening to the numbers.

3+ The development of expanded methods of calculation can support all pupils’

understanding as the calculation is ‘exposed’. It is essential for pupils to have
2–1 expanded methods modelled and then be encouraged to use the appropriate

33+5 language to explain what is happening. Care must be taken if different

approaches to calculations are adopted, as pupils with speech and language
difficulties are often rigid in their thinking and cannot adapt to another method.

66÷3 20 3
7 ×3 40 800 120 920
6 120 18 +138
41+3 1058
19-5 ● may have visual perception difficulties that make interpretation

2–3 of written calculations difficult.

×2
Pupils may continue to need to use concrete objects to support calculations.

1 3 They can often get a better understanding of a number by physically

manipulating a set of objects and then experiencing the combining and

42– 0 partitioning of that set. For example, number bonds to 10 are best explained
by using 10 objects and exploring how that 10 can be grouped in different
12+2 ways. A very simple way to
develop understanding is to

192×
4 use a coat hanger with 10
pegs on, laid out as 6 + 4;
77+6 turn the coat hanger around
and note that it can now
11– 0 ‘read’ 4 + 6. The pupils may

23+3
find it useful to have a
personal set of cards that
58- 9 provide a visual
representation of the

42+2 number bonds to 10.

+2
72
● may be able to get the correct answer to a calculation, but not
be able to explain how they did it.

332+4 Pupils may need a structure through which they can share their thinking. This
may be through the use of prompt cards on which they write or draw what
2×2 they did, and then show in the correct sequence. Alternatively, it might be
through the use of written prompt statements, which act as sentence starters

1 7 + ×2 to support the pupils’ verbal feedback. For example:

‘At first I …’
199×2 ‘Then I added the …’
‘And next I took away the …’
18×2 ‘And the answer is …’

0+2 6
GUIDANCE TO SUPPORT PUPILS WITH SPEECH AND LANGUAGE DIFFICULTIES 2+3
18-7
● may find it difficult to differentiate between the notation used 12×2
for the different operations.
1 2
Pupils with limited processing skills may find it difficult to associate the
notation for addition with the type of calculation required. Colour-coding of the 3+
calculations may be helpful, moving on to colour-coding of just the symbol, 2–1
e.g. do the + in green and the × in red. This could also be colour-linked to
categories of mathematics vocabulary on mini-posters.
33+5
66÷3
7 ×3
41+3
19-5
2–3
3 ×2
1
42– 0
12+2
● may have difficulty understanding the language of fractions.

192×
It is important in the initial teaching of fractions to always refer to 1 as a key 4
marker. The language of tenths and hundredths in particular may cause
problems for pupils with speech and language difficulties. This may need to
be supported by visual representation of the relevant notation and then seen
77+6
as a part of a whole. 11– 0
23+3
● may find the language of percentages difficult.
It is important to make a logical link between the ‘spoken’ percentage and the
numbers represented. The use of a 100-grid will initially support the idea of a 58- 9
percentage as being ‘per 100’. Visual representations of percentages on a
100-square may act as markers for calculating other percentages. 42+2
+2
Solving problems 72
Pupils with speech and language difficulties:
332+4
● may need checklists of mathematical words and phrases to 2×2
×
support their learning.

7 + 2
When a new concept is taught, it is essential to provide a structured
introduction to all of the vocabulary that may be associated with that level of 1
skill. For example, with multiplication it may be a list of words that includes: 199×2
times, multiply, product, multiple, lots of. Colour-coding of groups of words
may help pupils to categorise and store vocabulary efficiently. 18×2
7 0+2
2+3 GUIDANCE TO SUPPORT PUPILS WITH SPEECH AND LANGUAGE DIFFICULTIES
18-7
12×2 ● may find word problems

1 2 difficult.

3+ It is important to ensure that the

contexts of problems are always
2–1 relevant and realistic. Pupils will

33+5 find it easier to understand the

basic problem if it is something in
their own experience. If the words

66÷3 of the problem come from the

pupil, the teacher can assume that the language level of the problem is
7 ×3 correct. This will better ensure that the mathematics is the focus without the

41+3
language difficulties getting in the way.

● often find the vocabulary linked to questioning difficult.

19-5 Pupils find it hard to distinguish
Who?

2–3
between questions involving why?,
when?, what? and who?. It may be When?

3 ×2 useful initially to link each of the

1 question words to a symbol to prompt

the correct answer; e.g. to link who?
42– 0 to a symbol of a person, and when?

12+2 to a symbol of a clock.

● often find it difficult to understand

192×
4 a negative when used in problems.
If you ask a pupil to pass you a number that is not an even number, they may
77+6 only understand ‘even number’ and this is what you will be handed. It is
important to teach the use of negatives. Simple collecting games that involve
11– 0 finding objects that do, and do not, meet a certain specification will help to

23+3
develop these skills. For example, ‘Find me a number that is a multiple of 10.
Find me a number that is not a multiple of 10.’
58- 9 ● often have difficulty moving from oral problems to written

42+2
problems.
When structuring the questions, ensure that you:

+2 – use a common notation;

72 – use vocabulary that cannot be easily misinterpreted;

– use illustrations to support the question, not for decoration;
332+4 – keep the use of redundant information to a minimum;

2×2 – sequence the introduction to the required calculation in the order that it
should be carried out.

1 7 + ×2 It is also important to teach pupils how to use a problem-solving framework:

– read the problem;

199×2 – identify the key information;

– write key information down, draw pictures or select ‘real’ objects to support

18×2 the task;

0+2 8
GUIDANCE TO SUPPORT PUPILS WITH SPEECH AND LANGUAGE DIFFICULTIES 2+3
18-7
– identify question words using a highlighter pen and consider what they mean; 12×2
– decide which calculation is necessary;
1 2
– decide how to do the calculation;
– interpret the answer in the context of the problem.
3+
2–1
If I had three 5p coins and I spent one of them,
how much would I have left? 33+5

+ + = 10p 66÷3
7 ×3
Measures, shape and space 41+3
Pupils with speech and language difficulties:
19-5
● often have difficulty with the language of time.
Time needs to be taught as a cycle. Visual representations of the days of the 2–3
week, months of the year, and time on a clock, need to be circular. The actual
3 ×2
information that is
represented will depend
1
on the level of ability of 42– 0
the pupils. Two circles
may be used to represent
12+2

192×
a.m. and p.m., or just one
circle to represent the 24-
4
77+6
hour clock.

● find it difficult to sequence events that have happened over

time.
11– 0
Use timelines to focus on the order in which events have happened. They will
23+3
reinforce the use of ordinal numbers in relation to what happened first, second,
third, etc. A visual timetable will also help to support aspects of time-related
58- 9
vocabulary. The past is a very difficult concept for some pupils with speech and
language difficulties, and often the word ‘yesterday’ is used to describe the 42+2
+2
72
time of everything that happened before ‘today’. Pupils with specific language
impairments may also try to use the present tense of a verb with a past tense
ending. For example, ‘Yesterday I goed to my grandma’s house.’
332+4
2×2
● may have problems with the range of vocabulary used to
describe shape and size.

×
Many pupils will not have experienced using words such as tiny, minute,

7 + 2
enormous, gigantic. It is therefore important, when using vocabulary to
describe great differences in size, to compensate by using gesture and 1
vocalisation. Encouraging pupils to use gesture to support their own use of 199×2
size and shape words may help communication and reinforce understanding
of word meanings. 18×2
9 0+2
2+3 GUIDANCE TO SUPPORT PUPILS WITH SPEECH AND LANGUAGE DIFFICULTIES
18-7
12×2 It is also helpful to introduce words as opposite pairs, perhaps accompanied

1 2 by appropriate objects. For example, write up these points:

3+ big and small

tall and short
2–1 wide and narrow

33+5 long and short

high and low

66÷3
Work from the words the pupils already know – e.g. ‘big and small’ – and then
make connections to new words, e.g. ‘wide and narrow’.

7 ×3
41+3
19-5
2–3
3 ×2
1
42– 0
12+2 ● may need support to use measuring equipment correctly.

192×
4 The language associated with measurement can be extremely complicated.
Pupils may have difficulty interpreting the information on a measuring jug or
tape. Instructions about holding the tape at the end or beginning of the item
77+6 to be measured can be confusing when language problems already exist. It is
essential that pupils are explicitly taught a procedure that enables them to
11– 0 identify where to start measuring and to correctly read off the scale using a

23+3
consistent unit. A set of photo-sequence cards for use of tape measures and
rulers may be used to support initially.
58- 9 Measuring using non-

42+2 standard measures

may be more difficult.
+2
72
If non-standard
measures are being

332+4 used, it is important to

maintain a relevant link
2×2 between the measure
and the substance/

1 7 + ×2 object. For example, it is

appropriate to measure

199×2 milk in cups, but not to

measure the height of the

18×2 door in pencils.

0+2 10
GUIDANCE TO SUPPORT PUPILS WITH SPEECH AND LANGUAGE DIFFICULTIES 2+3
18-7
Handling data 12×2
1 2
3+
Pupils with speech and language difficulties:

● may be able to follow parts of a lesson but not make

connections or form logical conclusions. 2–1
Pupils may participate in aspects of gathering data and representing data on
a graph or chart, but they often cannot use the information to predict
33+5
outcomes. Pupils with speech and language difficulties often have poor
reasoning skills and therefore it is important that information is represented
66÷3
7 ×3
clearly.

Stategies to adopt include making large Carroll diagrams on the floor using
sticky tape. Make, for example, a large square, and divide it into four boxes,
41+3
two up, two down. Label the top of the first box ‘odd’ and the top of the
second box ‘not odd (even)’. Label the side of the first two boxes ‘Numbers 19-5
that have three tens’ and the side of the lower two boxes ‘Numbers that do not
have three tens’. Pupils, holding a number, then walk from one box to another 2–3
to find the right one. The teacher asks ‘Does your number have three tens?’.
3 ×2
The pupil moves to the upper or lower of the boxes. The teacher then asks ‘Is 1
your number odd?’. The pupil moves into the left-hand or right-hand box, so
that he/she is in the right box for the number he/she is holding. Similarly, 42– 0
physically walking through a tree diagram or using large lego bricks on floor 12+2
bar charts will support pupils’ understanding of the data-handling process.

192×
4
77+6
11– 0
23+3
58- 9
42+2
+2
72
332+4
2×2
1 7 + ×2
199×2
18×2
11 0+2
2+3 GUIDANCE TO SUPPORT PUPILS WITH SPEECH AND LANGUAGE DIFFICULTIES
18-7
12×2 References
1 2 Publications Organisations

3+ Donlan, C. ‘Number without a language?

Studies of children with specific language
ACE Centre
92 Windmill Road

2–1 impairments’, in C. Donlan (ed) The

Development of Mathematical Skills, Hove,
Headington
Oxford
33+5 Psychology Press, pp. 255 – 274 OX3 7DR
(A look at the underlying weaknesses, and the
Association for all Speech Impaired

66÷3
underlying strengths, which children with
Children
speech and language difficulties bring to
(AFASIC)
number processing.)

7 ×3
69–85 Old Street
Grauberg, Eva Elementary Mathematics and London

41+3
Language Difficulties: A book for teachers, EC1V 9HX
therapists and parents, London, Whurr
I CAN

19-5 Publishers Ltd, 1998

(A very practical guide.)
(National educational charity for
children with speech and language

2–3
Paget Gorman Signed Speech (PGSS) difficulties)
website:http:www.pgss.org 4 Dyer’s Buildings

3 ×2 (PGSS is a carefully conceived systematic

method for manually signing spoken English.
Holborn

1
London
Look on the website for signs ‘big’ and ‘little’ to EC1N 2QP

42– 0 get an idea of how it works.)

Ripley, K., Barrett, J. and Fleming, P.

Royal College of Speech and Language
therapists
12+2 Inclusion for Children with Speech and
Language Impairments: Accessing the
7 Bath Place
Rivington Street

192×
4 curriculum and promoting personal and social
development, London, David Fulton Publishers,
London
EC2A 3FU
2001.

77+6
11– 0
23+3
58- 9
42+2
+2
72
Copies of this document can be obtained from:
DfES Publications
Tel 0845 60 222 60

332+4 Fax 0845 60 333 60

Textphone 0845 60 555 60
e-mail dfes@prolog.uk.com

2×2 Ref: DfES 0513/2001

© Crown copyright 2001
Produced by the Department for Education and Skills

×2
Extracts from this material may be reproduced

+
PRINTED BY THE COLOUR WORKS, LONDON

for non-commercial or training purposes

1 7 on condition that the source is acknowledged.

www.standards.dfes.gov.uk

199×2 www.dfes.gov.uk

18×2 INVESTOR IN PEOPLE

0+2 12