What explicit teaching strategy should a special education teacher implement for a student with working memory delays who struggles with two-digit multiplication?

The correct choice involves instructing the student on how to use a checklist that includes visual reminders of the sequential steps necessary to complete two-digit multiplication problems. This approach is effective for several reasons. First, it addresses the specific needs of students with working memory delays by breaking down complex tasks into manageable steps. A checklist serves as a visual aid, helping to reinforce the sequential nature of two-digit multiplication without overwhelming the student with the amount of information they need to hold in memory at once.

Additionally, visual reminders can support cognitive processing by allowing the student to refer back to the checklist, thus reducing the reliance on working memory during the actual computation. This method promotes independence, as the student can learn to use the checklist as a tool for problem-solving. As they become more comfortable with the process, the strategy can also encourage confidence, ultimately aiding in the mastery of multiplication skills.

In contrast, some of the other options may not align as closely with the needs of a student with working memory delays. Regular quizzes on multiplication facts might not provide the necessary support for understanding the multi-step process required for two-digit multiplication. Memorizing multiplication tables can be challenging for students with working memory difficulties, as it requires retaining a large amount of information without context or step-by-step guidance