What Is ADHD?

ADHD stands for attention deficit hyperactivity disorder. It is a medical condition. A person with
ADHD has differences in brain development and brain activity that affect attention, the ability to sit
still, and self-control. ADHD can affect a child at school, at home, and in friendships.

What Are the Signs of ADHD?

All kids struggle at times to pay attention, listen and follow directions, sit still, or wait their turn. But
for kids with ADHD, the struggles are harder and happen more often. 

Kids with ADHD may have signs from one, two, or all three of these categories:

 Inattentive. Kids who are inattentive (easily distracted) have trouble focusing

their attention, concentrating, and staying on task. They may not listen well to
directions, may miss important details, and may not finish what they start. They may
daydream or dawdle too much. They may seem absent-minded or forgetful, and lose
track of their things.
 Hyperactive. Kids who are hyperactive are fidgety, restless, and easily bored.
They may have trouble sitting still, or staying quiet when needed. They may rush
through things and make careless mistakes. They may climb, jump, or roughhouse
when they shouldn't. Without meaning to, they may act in ways that disrupt others.
 Impulsive. Kids who are impulsive act too quickly before thinking. They often
interrupt, might push or grab, and find it hard to wait. They may do things without
asking for permission, take things that aren't theirs, or act in ways that are risky. They
may have emotional reactions that seem too intense for the situation.

Sometimes parents and teachers notice signs of ADHD when a child is very young. But it's normal
for little kids to be distractible, restless, impatient, or impulsive — these things don't always mean
that a child has ADHD.

Attention, activity, and self-control develop little by little, as children grow. Kids learn these skills with
help from parents and teachers. But some kids don't get much better at paying attention, settling
down, listening, or waiting. When these things continue and begin to cause problems at school,
home, and with friends, it may be ADHD.

How Is ADHD Diagnosed?

 If you think your child has ADHD, make an appointment with your child's doctor. He or she will
give your child a check-up, including vision and hearing, to be sure something else isn't causing the
symptoms. The doctor can refer you to a child psychologist or psychiatrist if needed.

To diagnose ADHD, doctors start by asking about a child's health, behavior, and activity. They talk
with parents and kids about the things they have noticed. Your doctor might ask you to complete
checklists about your child's behavior, and might ask you to give your child's teacher a checklist too.

After gathering this information, doctors diagnose ADHD if it's clear that:

 A child's distractibility, hyperactivity, or impulsivity go beyond what's usual for

their age.

 The behaviors have been going on since the child was young.

 Distractibility, hyperactivity, and impulsivity affect the child at school and at

home.

 A health check shows that another health or learning issue isn't causing the
problems.

Many kids with ADHD also have learning problems, oppositional and defiant behaviors, or mood and
anxiety problems. Doctors usually treat these along with the ADHD.

How Is ADHD Treated?

Treatment for ADHD usually includes:

 Medicine. This activates the brain's ability to pay attention, slow down, and use
more self-control.
 Behavior therapy. Therapists can help kids develop the social, emotional, and
planning skills that are lagging with ADHD.
 Parent coaching. Through coaching, parents learn the best ways to respond to
behavior difficulties that are part of ADHD.
 School support. Teachers can help kids with ADHD do well and enjoy school
more.
 The right treatment helps ADHD improve. Parents and teachers can teach younger kids to get better
at managing their attention, behavior, and emotions. As they grow older, kids should learn to
improve their own attention and self-control.

When ADHD is not treated, it can be hard for kids to succeed. This may lead to low self-esteem,
depression, oppositional behavior, school failure, risk-taking behavior, or family conflict.

What Can Parents Do?

If your child is diagnosed with ADHD:

 Be involved. Learn all you can about ADHD. Follow the treatment your child's
health care provider recommends. Keep all recommended appointments for therapy.
 Give medicines safely. If your child is taking ADHD medicine, always give it at
the recommended time and dose. Keep medicines in a safe place.
 Work with your child's school. Ask teachers if your child should have an IEP.
Meet often with teachers to find out how your child is doing. Work together to help your
child do well
 Parent with purpose and warmth. Learn what parenting approaches are best
for a child with ADHD — and which can make ADHD worse. Talk openly and
supportively about ADHD with your child. Focus on your child's strengths and positive
qualities.
 Connect with others for support and awareness. Join a support
organization for ADHD to get updates on treatment and other information.

What Causes ADHD?

It's not clear what causes the brain differences of ADHD. There's strong evidence that ADHD is
mostly inherited. Many kids who have ADHD have a parent or relative with it.

ADHD is not caused by too much screen time, poor parenting, or eating too much sugar.

ADHD can improve when kids get treatment, eat healthy food, get enough sleep and exercise, and
have supportive parents who know how to respond to ADH

Research to date has shown ADHD may

be caused by a number of things: 
 Brain anatomy and function. A lower level of activity in the parts of the brain that
control attention and activity level may be associated with ADHD. See ADHD and the
Brain from Understood.org. 
 Genes and heredity. ADHD frequently runs in families. A child with ADHD has a 1 in
4 chance of having a parent with ADHD. It’s also likely that another close family
member, such as a sibling, will also have ADHD. Sometimes,  ADHD is diagnosed in a
parent at the same time it is diagnosed in the child. See Inheriting Mental Disorders.
 Significant head injuries may cause ADHD in some cases.
 Prematurity increases the risk of developing ADHD.
 Prenatal exposures, such as alcohol or nicotine from smoking, increase the risk of
developing ADHD.
 In very rare cases, toxins in the environment may lead to ADHD. For instance, lead in
the body can affect child development and behavior.

Simple classroom adjustments make it easier for a teacher

to work with the strengths and weaknesses of a child with
ADHD.
It may be helpful for teachers to:

 Pair written instructions with oral instructions.

 Give clear, concise instructions.
 Ask a volunteer in the class to repeat the directions.
 Use a timer to help with transitions and organizations.
 Speak when the child is paying attention.
 Set up clear rules of behavior and consequences for
breaking these rules.
 Set up a program that rewards appropriate behavior.
 Seat the child near a good role model or near the
teacher and away from distractions.
 Establish a nonverbal cue to get the child’s attention.
 Establish a routine so the child knows what to expect
(this may be a daily agenda or checklist that can be
posted visibly in the classroom).
 Set up times to check in with the child and with the
child's parents because kids with ADHD may be
reluctant to ask for help.
 Translate Phrases to Mathematical Expressions


 Many words and phrases suggest mathematical operations . The following

common words and phrases indicate addition, subtraction, multiplication, and
division.


 Verbal phrases can be translated into variable expressions. Some examples are
below.


 Whenever possible, select a single variable to represent an unknown quantity.
Then express related quantities in terms of the first variable selected.
 Examples
 For each relationship, select a variable to represent one quantity and state what that
variable represents. Then express the second quantity in terms of the variable selected.
 a) The Kings scored 7 more points than the Rangers.
 Let r = number of points scored by the Rangers 
Let r + 7 = number of points scored by the Kings
 b) Bob and Marc share $65.
 Let a = how much Bob receives. 
Let 65 - a = amount Marc receives.
 Practice
 Write each statement as an algebraic expression.
 1) Kim has 7 more than 5 times the amount Sylvia has.


 2) The length of a rectangle is 3 feet less than 4 times its width.


 3) Write an expression to represent how much a realtor will earn at a 6% commission on
a house that costs x dollars.


 Write each problem below as an equation.
 4) The number of cents in d dimes is 120.


 5) The cost of x gallons of gasoline at $3.20 per gallon is $35.20.


 6) One train travels 3 miles more than twice the distance another train travels. The total
distance traveled by both trains is 800 miles.




 Answer Key


 Useful Tips to translate the Statements into Algebraic
Symbol and vice versa
Algebra is sometimes defined as the science of signs and symbols. Hence,
solution of most mathematics problem depend upon the language of algebra by
using the various signs, symbols and notations in algebra.

One of the important aspect in solving problems in algebra is a working

knowledge of the ability to translate the statement in algebraic symbols. Thus,
one has to develop this ability in order to represent word problems into
mathematical statement using algebraic symbol.

A knowledge of constant and variable alongside with symbols of relations and

operations will facilitate translation of verbal phrases into mathematical phrases

The symbol of operations and relations with their corresponding meanings are as
follows:

Examples:

Mathematical translate phrases into each verbal phrases.

 twice a number x added to 10 =                         2x + 10

 a number n decreased by five =                         n - 5
 a number and multiplied by 7 =                         7y
 twice a number a    divided by three =                         2a / 3
 five times a number x minus four =                        5x - 4
 thrice the sum of a number   x and six =                        3 (x + 6)
 a number x is divided by two added to seven =                         7 +
x/2

Now lets algebraic symbols translate into mathematical statement.

2x + y (this can be stated as :)

 twice the sum of x and y

 two times x increased by y
 and more than twice x
 x exceeds by twice y
x - 3y

 x minus thrice y
 thrice and subtracted from x
 three times y less than x
 x diminished by thrice y
5x + 2y

 the product of five X added to the product of two and y

 the sum of five times x and two times y
 five times x increased by twice  y
 twice and more than five times x
x / y - 2z

 the quotient of x and y decreased by twice z

 x divided by y less twice z
 twice z less than the quotient of x and y
 the difference between the quotient of x and y, and twice z

Formulas are equations that state relationships between quantities. These

formulas can be translated into verbal sentences.

A = lw

 The area of a rectangle is the product of the length and the width of the
triangle.
P = 2 l + 2 w
 The perimeter of a rectangle is the sum of twice its length and twice its
width.

d = rt

 The distance traveled by a moving body is the product of rate and time.

hope this useful tips will help you a lot in solving word problems in algebra!

Now lets try it :)

please comment ur answer :)

1.  Translate into verbal phrases.

 3x - 4
 n+8
 2/x+y
 5y - 2
 2x + 3
2. Translate in algebraic symbols.

 eight times a number x increased by three.

 five times a number n added to six.
 fifteen added to the quotient of a number y and two.
 twenty four multiplied by the sum of x and y.
 the sum of the number n and seven multiplied by two.

Translating Words Into an Algebraic Equation and Solving

LEARNING OUTCOMES

 Translate statements into algebraic equations involving addition, subtraction,

multiplication, and division

Translate Word Phrases to Algebraic Equations

Remember, an equation has an equal sign between two algebraic expressions. So if we
have a sentence that tells us that two phrases are equal, we can translate it into an
equation. We look for clue words that mean equals. Some words that translate to the
equal sign are:
  is equal to
 is the same as
 is
 gives
 was
 will be
It may be helpful to put a box around the equals word(s) in the sentence to help you
focus separately on each phrase. Then translate each phrase into an expression, and
write them on each side of the equal sign.

We will practice translating word sentences into algebraic equations. Some of the
sentences will be basic number facts with no variables to solve for. Some sentences will
translate into equations with variables. The focus right now is just to translate the words
into algebra.

EXAMPLE

Translate the sentence into an algebraic equation: The sum of 66 and 99 is 1515.

Solution
The word is tells us the equal sign goes between 9 and 15.
Locate the “equals” word(s).

Write the = sign.

Translate the words to the left of the equals word into an algebraic expression.

Translate the words to the right of the equals word into an algebraic expression.

TRANSLATING KEY WORDS AND PHRASES INTO ALGEBRAIC EXPRESSIONS The table below lists some key
words and phrases that are used to describe common mathematical operations. To write algebraic
expressions and equations, assign a variable to represent the unknown number. In the table below, the
letter “x” is used to represent the unknown. In translation problems, the words sum, total, difference,
product and quotient imply at least two parts – use parentheses when a sum or difference is multiplied.
For example, the phrase "the sum of three times a number and five" translates to "3x + 5," while the
phrase "three times the sum of a number and five" translates to "3(x + 5)." OPERATION KEY
WORD/PHRASE EXAMPLE TRANSLATION Addition ( + ) plus A number plus three x + 3 more than Ten
more than a number x + 10 the sum of The sum of a number and five x + 5 the total of The total of six
and some number 6 + x increased by A number increased by two x + 2 added to Eleven added to a
number x + 11 Subtraction ( − ) minus A number minus seven X – 7 less than Four less than a number X –
4 the difference of The difference of a number and three X – 3 less Nine less a number 9 – X decreased
by A number decreased by twelve X – 12 subtracted from Six subtracted from a number X – 6
Multiplication ( x ) times Eight times a number 8x the product of The product of fourteen and a number
14x twice; double Twice a number; double a number 2x multiplied by A number multiplied by negative
six −6x of Three fourths of a number 3 x 4 Division ( ÷ ) the quotient of The quotient of a number and
seven x 7 divided by Ten divided by a number 10 x the ratio of The ratio of a number to fifteen x 15
Powers ( xn ) the square of; squared The square of a number; a number squared x2 the cube of; cubed
The cube of a number; a number cubed x3 Equals ( = ) equals Seven less than a number equals ten. x − 7
= 10 is Three times a number is negative six. 3x = −6 is the same as Eight is the same as twice a number.
8 = 2x yields Twelve added to a number yields five. x + 12 = 5 amounts to Nine less a number amounts to
twenty. 9 – x = 20