Frame the problem; activate prior learning.
Use simpler numbers.
Separate it into stages.
Model it physically – act it out.
Model it concretely with manipulatives.
Model it visually with pictures, diagrams, number lines and grids, arrays.
Provide organizational tools: tables, graphic organizers, diagrams.
Ask intermediate questions (increase scaffolding).
Enlist the SpEd teacher in the process.
Simplify the language/reading requirements.
Provide hint cards.