The teacher must issue instructions to students in a language understandable to them and putting into consideration the diverse needs of the students. The instructions must be issued in a sequence and accompanied by the right materials and resources (Ediger 2003). The first stage in issue of the instructions must be by use of the physical objects to introduce the idea to the students. For example, the students might be asked to take oranges from a given number of oranges in a basket, say ten, and asked how many are remaining. They can also be asked to count the number of red balls and the number of white balls and express them in relation to the total number of balls present. At this stage, the teacher must ensure that all the students participate fully and are attentive enough. The teacher must make this as interesting as possible by making fun and involving the students in physical engagements.The other stage must be through the use of pictures or other iconic materials like short films and illustrations. The teacher should also engage the students full by asking them questions and requiring them to answer. For example, the teacher might hold a card with three boxes in it, two of which are shaded red. The teacher might then ask the students to count the total number of boxes and the number of boxes shaded red. They should then be helped to express the number of red boxes in relation to the total number. Other iconic materials should be used the same way and in an interesting manner. After use of the iconic materials the teacher must then use the symbolic materials which is application of what the students have learnt to the what is written in text books. The teacher should guide the students in reading the texts, relating the content to what they have done in the previous steps and then understanding the concepts. In all the steps, the teacher must aid the students to relate what they have learnt to real life situations and even require students to come up with more examples.