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Hi Melissa,
I know that for first-grade books, we are to use 2-dimensional as opposed to 3-dimensional figures. How the do we show the concept when it is being taught in the first grade?
I am attaching a couple of pages from a first-grade math book would appreciate your input.
Thanks
Mike
Michael, Please accept my sincerely apologies for allowing this question to go unanswered. We will get back to you shortly with our answer.
Since many transcribers are not able to work directly with the reader, we often have to use our best judgment while also following the guidelines as closely as possible.
In this case, the concept of dimension appears to be a necessary part of the exercise. For this reason, one may choose to follow the guidance in Unit 6 of GSTG22.
6.11.2, Complex Geometric Shapes (Three-Dimensional):
“…It is permissible to insert a transcriber’s note explaining the technique used to present three-dimensional objects such as cubes and cones.”
Since the sample transcriber’s note provided in the guidelines does not quite fit this situation, we could revise it to better fit our needs.
TN: In these three-dimensional shapes, the front side is shaded.This would emphasize the basic shape of the figure while also allowing the dimensions to remain within the design. See attachment with this method applied.
Note: We were really hoping the TG Supplement would be released before answering this question. However, since I have not seen it yet, I wanted to circle back and offer a possible solution based on the guidance currently available. A different approach may work just as well, so please know that this is not the only option. This is one possible approach based on our interpretation the guidelines.
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