Description

COURT CASE:

• being prone to having dyscalculia because we have Freemasonry curses in our bloodlines
• being prone to having dyscalculia because we have genetic mutations in our physical, soul, and/or spiritual bodies due to generational curses and/or generational iniquities in our bloodlines
• being prone to having dyscalculia because we were born prematurely
• being prone to having dyscalculia because we have domain-independent maturation deficits
• being prone to having dyscalculia because we have fragile X syndrome
• being prone to having dyscalculia because we have Gerstmann’s syndrome
• being prone to having dyscalculia because we have Turner’s syndrome
• being prone to having dyscalculia because we have dyslexia
• being prone to having dyscalculia because we have ADHD
• being prone to having dyscalculia because we have impaired language development
• being prone to having dyscalculia because we have dyslexia
• being prone to having dyscalculia because we have anxiety
• having developmental dyscalculia
• impairment of the brain functioning that makes it difficult to understand math
• having acalculia
• lost sense of meaning of numbers
• being able to understand numbers but not the operations
• having pseudo-dyscalculia
• finding math difficult based on emotional blockage or confidence problems
• having lexical dyscalculia
• thinking that 21 = 12
• thinking that 6 = 9
• thinking that 5007 is “five hundred seven”
• thinking that 576 is “five seven six”
• having math dyslexia
• having number blindness
• having a math learning disability
• having a specific learning disability in mathematics (SLD-Math)
• having Gerstmann’s Syndrome
• having dyscalculia
• having a math learning disability
• having a math disability in which we have an unusual difficulty in solving arithmetic problems and grasping math concepts
• having difficulty acquiring basic arithmetic skills that is not explained by inadequate schooling, emotional instability, or intellect disability
• having difficulty in performing arithmetical calculations resulting from damage to our brain
• having difficulty in learning or comprehending arithmetic or mathematics
• having difficulty and/or unable to calculate
• having difficulty and/or unable to calculate on paper and/or in our mind
• having visuospatial skills related problems
• having difficulty and/or unable to make sense of what our eyes see and to visualize concepts
• having difficulty and/or unable to understand orientation to the number line
• weakness in visual and spatial orientation
• having difficulty with visual or spatial skills
• having difficulty with visual-spatial processing
• having difficulty and/or unable to read maps and recognize the same 3D object when seeing it from a different angle
• having difficulty and/or unable to apply math skills to real world situations
• the buying, selling, and/or trading of our visuospatial skills, our ability to make sense of what our eyes see and to visualize concepts, our ability to understand orientation to the number line, our visuospatial orientation, our visual spatial processing, and/or our ability to read maps and recognize the same 3D objects from a different angle to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having language related problems
• having difficulty and/or unable to picture things in our minds
• having difficulty and/or unable to do mental math
• having difficulty and/or unable to count in our mind
• having difficulty and/or unable to calculate math problems in our mind
• the buying, selling, and/or trading of our language comprehension, our ability to picture things in our minds, our ability to do mental math, our ability to count in our mind, and/or our ability to calculate math problems in our mind to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having spatial and/or temporal related problems
• having difficulty and/or unable to tell time
• having difficulty and/or unable to read analogue clocks
• having difficulty and/or unable to read clocks
• having the ability to read clocks, but needing a few minutes to figure it out
• having difficulty and/or unable to understand times tables (ex. 2*2=4)
• having difficulty and/or unable to meet deadlines
• having difficulty and/or unable to plan
• having difficulty and/or unable to schedule
• having difficulty and/or unable to be on time
• lateness
• tardiness
• having difficulty and/or unable to keep track of time
• having difficulty and/or unable to understand the concept of time
• having difficulty and/or unable to stick to a schedule
• having difficulty and/or unable to accurately estimate time
• having difficulty and/or unable to accurately estimate the amount of time that an activity will take
• having difficulty and/or unable to accurately estimate the amount of time that we need to do something
• having difficulty and/or unable to accurately estimate the amount of time that we have left
• overestimating the amount of time that we need
• underestimating the amount of time that we need
• losing track of time
• not being sure how much time we have left to do something
• having difficulty and/or unable to accurately estimate how much time passed
• having difficulty and/or unable to conceptualize time
• thinking that we only spent a little bit of time on something when in fact a lot more time has passed
• having difficulty and/or unable to judge distances between objects
• having difficulty and/or unable to gauge speed and distances
• having difficulty and/or unable to remember number sequences
• having difficulty and/or unable to understand abstract concepts of time and direction
• having difficulty and/or unable to understand past and future events
• having difficulty and/or unable to have accurate time estimations
• having difficulty and/or unable to distinguish left from right
• being easily disorientated-including left and right
• having difficulty and/or unable to understand position and direction
• having directional confusion
• having left and right confused
• left and right confusion
• having difficulty and/or unable to read maps
• having difficulty and/or unable to understand spatial orientation
• having a poor memory for the “layout” of things
• getting lost and/or disoriented easily
• having a poor sense of direction
• losing things often
• being absent minded
• the buying, selling, and/or trading of our ability to tell time, our ability to read analogue clocks, our ability to quickly and accurately read clocks, our ability to understand times tables, our ability to meet deadlines, our ability to plan, our ability to schedule, our ability to be on time, our ability to keep track of time, our ability to understand the concept of time, our ability to stick to a schedule, our ability to accurately estimate time, our ability to accurately estimate the amount of time that an activity will take, our ability to accurately estimate the amount of time that we need to do something, our ability to accurately estimate the amount of time that we have left, our ability to accurately estimate the amount of time that we need, our ability to accurately estimate the amount of time that we have left to do something, our ability to accurately estimate how much time passed, our ability to conceptualize time, our ability to accurately know how much time we actually spent on something, our godly chronometer, our times, seasons, cycles, our ability to accurately judge distances between objects, our ability to accurately gauge speed and distances, our ability to remember number sequences, our ability to understand abstract concepts of time and direction, our ability to understand past and future events, our ability to have accurate time estimations, our ability to distinguish left from right, our orientation, our ability to understand position and direction, our ability to read maps, our ability to understand spatial orientation, our ability to have an accurate memory of the layout of things, our ability to not get lost, our sense of direction, and/or our ability to remember where we’ve placed things to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having memory related problems
• having weak short-term memory
• having weak long term memory
• having difficulty and/or unable to accurately recall math facts, math procedure, math rules, and/or math formulas
• having difficulty and/or unable to accurately remember frequent patterns
• having difficulty and/or unable to accurately remember the steps of computation
• having difficulty with steps and sequence
• having difficulty and/or unable to accurately recall numbers
• having difficulty and/or unable to accurately recall number facts
• having difficulty and/or unable to accurately recall math facts
• having difficulty and/or unable to accurately recall math formulas
• having difficulty and/or unable to accurately recall multiplication tables
• having difficulty and/or unable to accurately recall phone numbers
• having difficulty and/or unable to accurately remember specific facts and formulas for math calculations
• having difficulty and/or unable to decode
• having difficulty and/or unable to do multidigit arithmetic
• having difficulty and/or unable to master arithmetic facts by traditional methods
• forgetting math facts
• having to constantly relearn and recap our math skills
• having organizational issues
• having difficulty and/or unable to memorize numbers, prices, and/or phone numbers
• forgetting and/or losing information-such as log ins, numbers, deadlines
• the buying, selling, and/or trading of our memory, our short term memory, our long term memory, our ability to accurately recall math facts, math procedure, math rules, and/or math formulas, our ability to accurately remember frequent patterns, our ability to accurately remember the steps of computation
• having difficulty with steps and sequence, our ability to accurately recall numbers, our ability to accurately recall number facts, our ability to accurately recall math facts, our ability to accurately recall math formulas, our ability to accurately recall multiplication tables, our ability to accurately recall phone numbers, our ability to accurately remember specific facts and formulas for math calculations, our ability to decode, our ability to accurately do multidigit arithmetic, our ability to master arithmetic facts by traditional methods, our ability to accurately remember math facts, our ability to accurately learn and remember math skills, our organization, our ability to memorize numbers, prices, and/or phone numbers, our ability to remember information such as log ins, numbers, and deadlines to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having counting related problems
• counting late
• having difficulty and/or unable to count objects
• having difficulty and/or unable to count basic numbers
• having difficulty and/or unable to navigate back and forth along a number line or sequence
• having difficulty and/or unable to follow sequential directions
• easily losing our place when counting
• skipping over numbers when counting
• having difficulty and/or unable to count in twos, threes, etc.
• having difficulty and/or unable to count backwards
• having difficulty and/or unable to count tally marks
• having difficulty and/or unable to count one by one
• the buying, selling, and/or trading of our ability to count, our ability to count objects, our ability to count basic numbers, our ability to navigate back and forth along a number line or sequence, our ability to follow sequential directions, our ability to not lose our place when counting, our ability to not skip over numbers when we’re counting, our ability to count in twos or threes, our ability to count backwards, our ability to count tally marks, and/or our ability to count one by one to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having calculation related problems
• having difficulty and/or unable to transfer information-such as understanding that 5 + 4 = 9 therefore 4 + 5 = 9
• having difficulty and/or unable to do math that involves carrying and/or borrowing
• having difficulty and/or unable to do math that involves placing values
• having difficulty and/or unable to perform addition, subtraction, multiplication, or division that is appropriate to our grade level
• having difficulty and/or unable to decide what math operation to use to answer a question or solve a problem
• having difficulty and/or unable to follow specific procedures for calculating answers to math questions
• having difficulty and/or unable to count money and figure out the correct change
• having difficulty and/or unable to recognize math errors
• having difficulty and/or unable to make exact calculations
• having difficulty and/or unable to make estimates
• having difficulty and/or unable to understand graphs and charts
• having difficulty and/or unable to understand fractions and decimals
• having difficulty and/or unable to understand computation rules
• having difficulty and/or unable to understand numbers and quantities
• lack of transition from computation by counting (ex. 8 + 4 = 9, 10, 11, 12 = 12) to non-counting strategies
• having difficulty and/or unable to accurately solve complex math problems
• having difficulty and/or unable to accurately solve math problems with larger number ranges
• having difficulty and/or unable to accurately solve math problems with written computations
• having difficulty and/or unable to accurately solve math problems with multiple calculating operations
• having difficulty and/or unable to accurately solve math problems with word problems
• the buying, selling, and/or trading of our ability to accurately calculate, our ability to transfer information, our ability to do math that involves carrying and/or borrowing, our ability to do math that involves placing values, our ability to perform addition, subtraction, multiplication, or division that is appropriate to our grade level, our ability to accurately decide what math operation to use to answer a question or solve a problem, our ability to follow specific procedures for calculating answers to math questions, our ability to count money and figure out the correct change, our ability to recognize math errors, our ability to make exact calculations, our ability to make accurate estimates, our ability to understand graphs and charts, our ability to understand fractions and decimals, our ability to understand computation rules, our ability to understand numbers and quantities, our ability to transition from computation by counting to non-counting strategies, our ability to accurately solve complex math problems, our ability to accurately solve math problems with larger number ranges, our ability to accurately solve math problems with written computations, our ability to accurately solve math problems with multiple calculating operations, and/or our ability to accurately solve math problems with word problems to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having problems related to numbers/numeracy
• being able to see the numbers, but not knowing what they mean
• having difficulty and/or unable to read numbers
• having difficulty with place values
• having difficulty with fractions
• having difficulty and/or unable to understand chronology
• having difficulty and/or unable to list numbers in correct order
• having difficulty and/or unable to match number words or written digits to the number of objects
• having difficulty and/or unable to recognize printed numbers
• having difficulty and/or unable to recognize and write numbers
• having difficulty and/or unable to sort things into groups by common characteristics
• having difficulty and/or unable to tie together the idea of a number and how it exists in the world (ex. the number 4 and that there can be 4 horses, 4 cars, and 4 children)
• having difficulty with connecting a number and the quantity it represents (ex. the number 2 and that there can be 2 apples)
• having difficulty understanding the relationship between number and quantities (ex. two apples and one apple = 2 + 1)
• having difficulty with counting, comparing two numbers or quantities, rapid assessment and naming of small quantities of dots, determining the position of a number on the number line, understanding the placevalue system, and/or transcoding
• poor memory for numbers
• having difficulty and/or unable to understand how numbers are related to each other
• the buying, selling, and/or trading of our ability to understand numbers, our ability to understand numeracy, our ability to see numbers and understand what they mean, our ability to read numbers, our ability to place values, our ability to solve fractions, our ability to understand chronology, our ability to list numbers in correct order, our ability to match number words or written digits to the number of objects, our ability to recognize printed numbers, our ability to recognize and write numbers, our ability to sort things into groups by common characteristics, our ability to tie together the idea of a number and how it exists in the world, our ability to connect a number and the quantity it represents, our ability to understand the relationship between numbers and quantities, our ability to count, our ability to compare two numbers or quantities, our ability to have rapid assessment and naming of small quantities of dots, our ability to determine a position on the number line, our ability to understand the place value system, our ability to transcode, our ability to remember numbers, and/or our ability to understand how numbers are related to each other to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having problems related to measurement
• having difficulty and/or unable to accurately be able to figure out the size, distance, or amount of something
• having difficulty and/or unable to accurately judge how much time has passed
• having difficulty and/or unable to read graphs, clocks, or other picture representations of math concepts
• having difficulty and/or unable to use standard instruments of measurement=such as rulers or measuring cups
• having difficulty and/or unable to accurately measure things
• having difficulty and/or unable to understand mathematical concepts such as speed and time
• having difficulty and/or unable to work with money-such as accounting, budgeting, calculating change
• having difficulty and/or unable to deal with the exchange of money-such as handling a bank account and/or dealing with change
• having difficulty and/or unable to accurately estimate costs-such as grocery bills
• poor ability to budget or balance a checkbook
• having difficulty and/or unable to estimate costs
• having difficulty with all aspects of money
• the buying, selling, and/or trading of our ability to accurately measure, our ability to accurately be able to figure out the size, distance, or amount of something, our ability to accurately judge how much time has passed, our ability to read graphs, clocks, or other picture representations of math concepts, our ability to use standard instruments of measurement-such as rulers or measuring cups, our ability to accurately measure things, our ability to understand mathematical concepts such as speed and time, our ability to work with money (such as accounting, budgeting, or calculating change), our ability to deal with the exchange of money-such as handling a bank account and/or dealing with change, our ability to accurately estimate costs-such as grocery bills, ability to accurately budget, our ability to accurately balance a checkbook, our ability to accurately estimate costs, and/or our ability to accurately work with all aspects of money to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having problems related to reasoning
• having difficulty and/or unable to understand text exercises
• the buying, selling, and/or trading of our reasoning skills, and/or our ability to understand text exercises to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having problems related to patterns
• having difficulty and/or unable to notice patterns
• having difficulty and/or unable to understand number patterns
• having difficulty and/or unable to group things by shape, size, and/or color
• the buying, selling, and/or trading of our ability to understand patterns, our ability to notice patterns, our ability to understand number patterns, and/or our ability to group things by shape, size, and/or color to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having problems related to math language
• having difficulty and/or unable to understand words related to math like “greater than” or “less than”
• having difficulty and/or unable to understand what a word problem is asking for
• having difficulty and/or unable to find a way to solve a math problem
• having difficulty and/or unable to make sense of specific math terms and ideas
• having difficulty and/or unable to recognize “clue words” to help figure out what operation to use to solve a problem
• the buying, selling, and/or trading of our ability to understand the math language, our ability to understand words related to math like “greater than” or “less than,” our ability to understand what a word problem is asking for, our ability to accurately find a way to solve a math problem, our ability to make sense of specific math terms and ideas, and/or our ability to recognize “clue words” to help figure out what operation to use to solve a problem to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• poor math skills and knowledge in math
• needing a lot of time to do math related homework
• needing a lot of time to take our math tests
• poor cognitive skills-including visual memory and logical thinking
• confusing mathematical symbols and/or signs
• having difficulty and/or unable to connect the number concept to the symbolic form (5 = five)
• having difficulty and/or unable to determine which objects are bigger or smaller
• having difficulty and/or unable to understand math symbols and/or signs
• having difficulty and/or unable to memorize math vocabulary
• poor mental arithmetic skills
• having difficulty and/or unable to learn math concepts beyond the basic math facts
• having difficulty and/or unable to find different approaches to one problem
• poor number sense
• not having an intuitive understanding of how numbers work and how to compare and estimate quantities
• having difficulty and/or unable to understand how numbers work
• number blindness
• having difficulty and/or unable to tell the difference between quantities
• avoiding games that require strategy
• having difficulty and/or unable to organize things in a logical way-such as putting round objects in one place and square ones in another
• having difficulty and/or unable to determine which objects are bigger or smaller
• having difficulty and/or unable to understand place values
• having difficulty and/or unable to master math facts and equations required to complete calculations
• having difficulty and/or unable subitize even very small quantities
• the buying, selling, and/or trading of our innate ability, present from birth, to know how many of a small number of objects there are without counting to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having to use our fingers to count because it’s difficult for us to count in our mind
• having difficulty and/or unable to estimate whether a numerical answer is reasonable
• having difficulty and/or unable to understand quantity
• having difficulty and/or unable to understand sequences
• having difficulty and/or unable to sequence events
• having difficulty and/or unable to do computation
• having difficulty and/or unable to do word problems
• having difficulty and/or unable to understand number sense
• reversing or transposing numbers
• having difficulty and/or unable to understand math reasoning
• having difficulty and/or unable to understand geometry
• having difficulty and/or unable to interpret math symbols
• having difficulty and/or unable to compose and decompose numbers
• having difficulty and/or unable to understand and remember mathematical concepts, rules, formula, and/or sequences
• having difficulty and/or unable to understand concepts related to numbers and do tasks such as adding and subtracting
• having difficulty and/or unable to remember basic math facts like 2+ 4 = 6
• having difficulty and/or unable to count
• having difficulty and/or unable to recognize digits
• having difficulty and/or unable to identify math symbols like + and – and using them correctly
• having difficulty and/or unable to remember math vocabulary
• having difficulty and/or unable to understand how numbers are related to each other
• having difficulty and/or unable to accurately calculate on paper or in our mind
• having difficulty and/or unable to understand number comparisons
• having difficulty and/or unable to determined which number is bigger or smaller
• having difficulty and/or unable to understand algorithms
• copying numbers out of order
• having difficulty and/or unable to map symbols to quantities
• having difficulty and/or unable to perform executive functioning
• having attention deficits
• having memory problems
• having difficulty and/or unable to learn math facts
• having poor long-term memory for math functions
• having information processing deficits
• having motor disabilities
• having problems with sequencing and organizing information
• having problems with understanding concepts and symbols
• perceiving ourselves as being stupid because we have difficulty with math related subjects and/or problems
• being perceived as stupid by others, including our classmates and/or teachers, because we have difficulty with math related subjects
• lack of effort in math related work or assignments
• math anxiety
• disliking math
• hating math
• avoiding math
• math phobia
• expecting to do poorly on our math test because we don’t understand the material-even after studying
• getting poor grades on our math homework, math classwork, and math tests
• being afraid to do math
• low self-esteem in our ability to do math related subjects and/or problems
• low self-confidence in our ability to do math related subjects and/or problems
• fear of failure
• self doubt
• frustration with math and/or math related subjects
• giving up on doing our math homework
• not doing our math homework
• giving up on our math test
• feeling overwhelmed with our math subjects, math homework, and/or math tests
• feeling afraid of math
• feeling afraid to do our math homework
• feeling afraid to take our math test
• feeling afraid to study math
• feeling afraid to study and/or work with finances, money, budgeting, cost estimates, taxes, accounting, economics, online trading, stocks, and/or wealth management
• having difficulty and/or unable to understand finances, money, budgeting, cost estimates, taxes, accounting, economics, online trading, stocks, and/or wealth management
• under activation in our intraparietal sulcus (bilaterally)
• having ungodly time bombs
• having ungodly chronometers
• having difficulty and/or unable to get accurate words of knowledge regarding times, seasons, cycles, and/or numbers
• the buying, selling, and/or trading of our math skills, our knowledge in math, our ability to quickly and accurately do math related work, homework, and/or test, our cognitive skills, our visual memory, our logical thinking, our ability to understand math symbols and signs, our ability to connect the number concept to the symbolic form, our ability to determine which objects are bigger or smaller, our ability to memorize math vocabulary, our mental arithmetic skills, our ability to learn math concepts that are beyond basic math facts, our ability to find different approaches to one problem, our number sense, our ability to understand how numbers work, our intuitive understanding of how numbers work and how to compare and estimate quantities, our ability to tell the difference between quantities, our ability to strategize, our ability to organize things in a logical way (such as putting round objects in one place and square ones in another_, our ability to determine which objects are bigger or smaller, our ability to understand place values, our ability to master math facts and equations required to complete calculations, our ability to subitize, our ability to count without having to use our fingers, our ability to accurately count and/or do math in our mind, our ability to accurately estimate whether a numerical answer is reasonable, our ability to understand quantity, our ability to understand sequences, our ability to sequence events, our ability to do computation, our ability to do word problems, our ability to understand number sense, our ability to not reverse or transpose numbers, our ability to understand math reasoning, our ability to understand geometry, our ability to interpret math symbols, our ability to compose and decompose numbers, our ability to understand and remember mathematical concepts, rules, formula, and/or sequences, our ability to understand concepts related to numbers and do tasks such as adding and subtracting, our ability to remember basic math facts, our ability to count, our ability to recognize digits, our ability to identify math symbols like + and – and using them correctly, our ability to remember math vocabulary, our ability to understand how numbers are related to each other, our ability to accurately calculate on paper or in our mind, our ability to understand number comparisons, our ability to determine which number is bigger or smaller, our ability to understand algorithms, our ability to copy numbers in the correct order, our ability to map symbols to quantities, our ability to perform executive functioning, our attention span, our memory, our ability to learn math facts, our long term memory for math functions, our information processing, our motor abilities, our ability to correctly sequence and organize information, our ability to understand concepts and symbols, our perception of ourselves and our ability to do well in math, our perception of whether or not math is difficult, our performance in math related work, homework, classwork, tests, grades, and/or subjects, our godly chronometers, and/or our ability to get accurate words of knowledge regarding times, seasons, cycles, and/or numbers, and/or our ability to understand finances, money, budgeting, cost estimates, taxes, accounting, economics, online trading, stocks, and/or wealth management to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• having spirits of arrested development
• having accusations, false labels, false verdicts, generational false verdicts, and/or word curses that we have any of these aforementioned problems
• having accusations, false labels, false verdicts, generational false verdicts, and/or word curses that we’re stupid, incompetent, that we’re not good with math, and/or that we’re inferior in any way, shape, or form because we struggle with math-especially the word curses that came from our parents, grandparents, siblings, family members, friends, teachers, and/or classmates
• the buying, selling, and/or trading of our brain, left intraparietal sulcus (IPS), our right intraparietal sulcus (IPS), our left angular gyrus (AG), our cerebral cortex, our occipital cortex, our parietal cortex, our frontal cortex, our temporal cortex, our intelligence, our number sense, the link between our number sense and symbols, our working memory and attention, our ability to map symbols into quantities, our executive functioning, our visual skills, our spatial skills, our attention, our memory, our short term memory, our long term memory, our long term memory for math functions, our information processing, our motor abilities, our ability to understand sequences, our ability to organize information, our ability to understand concepts and symbols, our ability to accurately remember math facts, our math problem solving skills, our ability to accurately remember math vocabulary, and/or our ability to accurately measure things to the kingdom of darkness, and the kingdom of darkness having ownership claims over these aforementioned things
• the category/kingdom of spirits that are in the aforementioned body parts and/or body systems
• feeling incapable
• feeling helpless
• feeling powerless
• feeling pressured to fit into a mold to meet other people’s expectations
• not feeling safe to be ourselves
• the category/kingdom of spirits that cause, contribute to, exacerbate, and/or reestablish any of these aforementioned problems