Help! (with wide labels on a graph)

[braillebud]

I've attached an image of my problem. This is a UEB with Nemeth transcription. I had two thoughts but don't know if either are acceptable.

1. If I could change the orientation so the x-axis is vertical, I could fit all the labels. That may be totally against math rules, but I haven't got a clue.
2. Or could I key the labels?

Neither choice sounds good to me, but I can't come up with a better plan. Any ideas?

Thanks,

Laurie

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[Donald Winiecki]

Hi Laurie!

You were on the right track!

According to GSTG 6.5.1.10 allowable to omit alternate labels while keeping the coordinate marker (6.5.1.10, 4th bullet). This can help by compressing the length of the line. However, after reviewing the print diagram to be rendered as a TG it isn't clear what values will have to be plotted on the graph. With this in mind, depending on the need to plot values from the referenced unit circle, it may be preferable to retain all of the labels.

If it is impossible to fit the graph any other way, you can change the horizontal format to a vertical format in order to accommodate a long line without the need for runovers (6th bullet). There are other formatting requirements as indicated below.

Here is the full text of GSTG 6.1.5.10 (print page 6-21). I have bolded the 4th and 6th bullets to make them easier to identify. Please note that the bulleted items are listed in a hierarachy, with the most preferable option at the top of the list.

Our experts note that even though GSTG 6.1.5.10 allows for a rotation of the graph, the problem being asked of the student is to graph an f(x) vs x relationship. This could be confusing if the graph were actually rotated.

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6.5.1.10 Hierarchy for accommodating a long number line without runovers should consider:

<li style="list-style-type: none;">

• starting the number line at the margin. If accompanied by an exercise number, the exercise number can be left on one line, and the number line can be moved down to a new line. A blank line is inserted between the exercise number and the number line.
• shortening the length of the line segments between integers.
• omitting unused portions of the line.
• omitting alternate labels while keeping the coordinate marker.
• moving a long label away from the number line by placing it below the line reserved for ordinary labels and connecting it to its coordinate marker with a lead line.
• changing the horizontal form to vertical. Rotating a number line will produce a vertical line that may be thought of as comparable to the y-axis of a Cartesian graph; therefore, the number line should be transcribed with the smallest number at the bottom of the page and increasing upward. The tick marks should straddle the axis line, 1/4 inch (6 millimeters) on either side of the axis line. Dots 25 of the value are aligned with the tick mark.

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Please let us know if this solves your puzzle!

• This reply was modified 2 years, 10 months ago by Donald Winiecki.
• This reply was modified 2 years, 10 months ago by Donald Winiecki.
• This reply was modified 2 years, 10 months ago by Donald Winiecki.
• This reply was modified 2 years, 10 months ago by Donald Winiecki.
• This reply was modified 2 years, 10 months ago by Donald Winiecki.
• This reply was modified 2 years, 10 months ago by Donald Winiecki.
• This reply was modified 2 years, 10 months ago by Donald Winiecki.
• This reply was modified 2 years, 10 months ago by Donald Winiecki.
• This reply was modified 2 years, 10 months ago by Donald Winiecki.

[braillebud]

Thank you for your help. I'm attaching my attempt.

• I omitted the 1/2 labels on the f(x) axis because I can't fit the negative one and I think it's easy enough for the reader to determine what they mean. Since I could fit the positive 1/2, should I?
• The distance between the horizontal and the vertical tick marks in print are the same. In order to fit the labels, I've had to spread the (now) horizontal line so that the tick marks are farther apart. I can't maintain the same proportions as print. Should I mention this in the TN when I explain that I rotated the axes?

Later in the book this same issue comes up but as a graph with grid lines. Is it acceptable to also rotate a graph in this same way?

Laurie

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[braillebud]

Here's the print of the graph I mentioned.

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[braillebud]

"Our experts note that even though GSTG 6.1.5.10 allows for a rotation of the graph, the problem being asked of the student is to graph an f(x) vs x relationship. This could be confusing if the graph were actually rotated."

So, now what? Could I/should I key the x-axis values? (I also tried spreading it out over facing pages with the x-axis values staggered, but it doesn't fit. )

Laurie

[Donald Winiecki]

Hi Laurie,

With this particular TG we're actually trying to accomplish two things.

First, we want to stay within the guidelines. Ensuring that our work is consistent with the guidelines means that students and instructors alike will have materials that easily fit into their lessons, lesson planning, and testing processes.

Second, we have to make sure the TGs do not introduced unusual conditions on students or instructors, when learning and teaching the concepts. As indicated in our previous response, because of the way sine waves are normally displayed (that is, horizontally) and the way the the question is asked, the student and instructor will expect to have values plotted above and below the horizontal X-axis rather than to the left and right of a vertically-oriented X-axis.

In this case, we recommend omitting every other label and/or stair-stepping the labels for the x-axis. This is consistent with the 4th bullet in GSTG 6.1.5.10

[braillebud]

Okay, that makes sense. I'll try to work with that.

Since the values are not exactly simple, would it make sense to also list all of them in a TN for the student so that they have the same information that print readers have?

Laurie

[Donald Winiecki]

The maths symbols in the graph should be included on the SPECIAL SYMBOLS PAGE.

From what is provided in this thread, and considering the level of maths involved, we would expect the students to be familiar with those symbols. However, a decision on whether or not to include a standard TN prior to this graph with the special maths symbols could be made at the agency-level and/or in consultation with curriculum specialists.

[braillebud]

Thank you for your help. You've given me lots to think about.

Laurie

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