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There are a lot of these models in the book but unfortunately none are filled in as an example of how they are to be completed. On the second page attached (Pg 46 in print) the model is beside an equation that I assume is representing the model. I’m embarrassed to admit I really don’t understand the point of the modeling exercises and don’t know what to do with them. As I am pressed to get this book to the student, please give me your best suggestion, thanks!
Are there examples in the book of completed models so you can see what they look like and exactly what they are supposed to represent? I think I understand — the bars are comparative in length — but what of any numbers that appear in the models? Without knowing how the models represent the math operations, I’m unable to offer any advice.
[quote=dworthing]I’m sorry to keep singing the same refrain, but could you attach a picture of what your print looks like?[/quote]
I will attach what I can save. I understand that spatial math I should just put them in order like: 1) problem 2) problem. Instead of actually following the print numbers, but with the linear math I am wondering if I can split the 2 rows; let’s say 1. through 18. into two rows instead of like print and how should I number them? I hope this makes sense, I’m having a hard time explaining. 🙂
Although a blank line is required before and after a matrix, in a case like this, where you are creating a spatial fraction, it is better to keep the matrix close to the fraction line. If you insert a blank line, the matrix seems to no longer be part of the fraction. (It is possible to do this matrix fraction with a linear fraction line between the two matrices. However, this does not convey the concept as efficiently as does the spatial fraction.) I would leave no blank lines between the denominator and numerator and the horizontal fraction line.
I’m sorry to keep singing the same refrain, but could you attach a picture of what your print looks like?
[quote=dworthing]Hello. I had a consultation with other Nemeth transcribers and received the suggestion as attached. I’m sorry that the answer is in several attachments, but that’s the way I received it.[/quote]
Thank you to you all for your help.
The new Tactile Graphics Guidelines (Unit 3) state that a single graphic should contain no more than five different area textures. Research from the GRASP study revealed that it was very difficult for the braille reader to clearly differentiate more than 5 textures on one graphic. It is also difficult for the graphic artist to present more than 5 different textures on one map.
The map on page 146 falls within the 5 texture limit. You would have to include the colors in the definitions in a key on Drawing C because the color is mentioned in the text.
The graphic on page 147 could be presented over several maps:
– Map 1 an overview showing just the names of the coutntries, borders, ocean names and compass rose
– Map 2 Burman with all the textures of elevation
– Map 3 Vietnam with all the textures of elevation
– Map 4 Cambodia with all the textures of elevation
The colors would also have to be mentioned on the braille key because they are referred to in the text. You would also have to include a transcribers note telling the student the print map was being shown in 4 maps in braille.Good luck! Diane
Would this also apply if the inverted ? or ! came between the dialogue dash and the blank or should the ordinary dash be used??
–?______ puedes …
Thanks for this great question. It is not covered in the Interim Manual, but it is covered in the new rules that have not yet been adopted by BANA. Because there is no current rule on this, we are authorized to use this new rule with the understanding that it might be different in the final adoption. Your transcription is considered correct at the time it was transcribed, so don’t worry about it.
For that beginning dash, which indicates the beginning of a dialog, use the compound hyphen (25, 25) and follow it unspaced with the double dash (36, 36, 36, 36) for the blank to be filled in.
[braille]33—- puedes
List the compound hyphen as a special symbol. You don’t have to explain the usage, but just list it. The reader will see how it’s used in proximity to the dash.
Sorry, your solution here is not clear to me. The formatting for each of these items is different so when you say you have placed the English word on the same line, I have to ask, on the same line as what? I can’t tell from your description how clear it is to the blind reader what the English word refers to. And I can’t tell what English words you have used. The first items, Canta has 4 monkeys. I can’t tell from your description what your TN says about the monkeys. Do you just say, “Monkey,”? or do you describe anything about them?
The second picture is of a different type. I also can’t tell what you have said about that either.
I appreciate that you have sent the print. That is absolutely necessary. But in this case, I think I need to see the braille too so I can see how you are proposing to handle this.
Thanks.
–Joanna
Because a line plot is built on a number line, you need to follow the rules for number lines discussed earlier in the document. In Unit 6, 6.5.1.12 For kindergarten through grade 3, it says:
“The number line must be shown as a tactile graphic. The axis line, coordinate marker, and line segments should be raised tactile lines; only the labels should be brailled.”
So yes, as Crepe Myretle also indicated, it must be [u]drawn[/u] for grades K-3. That is, the number line will have to be done as tactile lines rather than braille cells.
Hope this clarifies things for you …Betty
Please refer to page 71 of Braille Code for Chemical Notation 1997, Section 4.5.1 Miscellaneous Symbols. The chemical period is explained, followed by its use in Example 4.5.1-1.
Betty
Elementary Mathematics, Part 1 gives the following guidelines:
Because a line plot is based on a number line, it must be drawn for grades K-3.
The values appear below the horizontal line, without the numeric indicator. The first digit of the value is aligned with the scale mark.
Arrows are on either end of the horizontal line as in print.
The label of the line plot is aligned with the first cell of the number line with no blank line between.
X’s are not drawn. They are represented by the full cell.I would highly encourage anyone brailling elementary mathematics to get copies of the workshop materials “Elementary Mathematics, Part 1” and “Elementary Mathematics Part 2” from the Professional Development Conference, April 3-5, 2008, Dallas, Texas. They cover almost everything you will find in elementary math texts with examples of the braille and the tactile drawings.
