Mathematics problems that are unfamiliar to students and contain multiple sets of information can overwhelm many struggling learners (Swanson & Beebe-Frankenberger, 2004). Academic interventions utilising visual representations can support students who are struggling to remember information and think through challenging multi-step problems (for review, see Marita, & Hord, 2017). In this article, the authors briefly describe students' struggles related to memory and processing and then provide two case studies of how teachers can use layers of visuals to address these struggles and thereby promote opportunities to learn secondary-level mathematics content.