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Gerstmann's syndrome' is as follows:

Finger agnosia, observed using finger differentiation or naming tasks,

agraphia or dysgraphia, observed in poor handwriting, difficulty copying writing from blackboard and poor spelling,

Right left disorientation, shown in directional confusions,

Dyscalculia,

Constructional dyspraxia and

Emotional problems.

Assigning Numerical Value to the rods;

The next step in using the rods is to assign numerical values according to colours to each of the rod.. Rather, I encourage only a numeric value according to these values: white= 1, red= 2, light green= 3, purple= 4, yellow= 5, dark green= 6, black= 7, brown= 8, blue= 9, and orange= 10. We do, however, express relationships by colour orally, simultaneously with numeric value. Some suggestions for helping students learn the numeric value for the rods are:

Place a drawing chart with the colourful Cuisenaire rods in the front of the children in a room with each numeral from one to ten written in the colour of the corresponding Cuisenaire rods. That is the numeral one would be written in white, the two in red and three in green and so on up to the ten with its colour in orange. It is also helpful later on to have the eleven written in orange and white, twelve in orange and red and so on. Gather the students and instigate them interestingly towards to the staircase structural picture of colourful Cuisenaire rods close their eyes and. Oral games can be played, like what you see after red, or before pink.

From three different rods, a student with eyes closed, tactically identifies the longest and shortest and guesses the name-- yellow or five. A student could also be handed one rod and just by feeling it behind his/her back correctly tell what number it is (+/- 1). With eyes closed, the students can try to find a specified rod from within the carton. The one, two and ten rods are usually the first ones learned.

After that make the students to measure the difference between longer and shorter rods and to remember the assigned values to the corresponding rods.

Allow them to make trains of lengths after measuring the lengths of the rods.

So after learning how to make trains corresponding to the length of different colour they can make many different trains that equal the orange rod, placing each below the succeeding one. Then take one car off a train and have the student tell which one has been taken away. This is good practice for learning which two numerals make ten or any other value for suppose nine or eight.

Make the students to practice and to consider staircases in which mistakes have been made. Make them to correct the mistakes by conducting oral discussion.

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