Melissa Caldwell

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Viewing 9 posts - 16 through 24 (of 24 total)
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  • in reply to: Carryovers and borrowing #37952
    Melissa Caldwell
    Participant

    Kyle,

    I am also working on a spatial problem with borrowing and carryovers. I tried to find the workshop,  "Spatial Problems, Rules and Advice,"  that you referenced earlier and haven't been able to find it. Could you help me on the correct way to align this attached problem? I get it for one number but I am not sure how to do it for all the different numbers crossed out.

    Thanks!

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    in reply to: Dot locator for “use” #37951
    Melissa Caldwell
    Participant

    Thank you Cindi! I wasn't sure which forum to ask it in.

    You are correct, this is for Spanish. I was more concerned with how to do the dot locator for use and the capitals and didn't try to correct the alignment when I quickly changed the way the capital indicators and dot locator for use was used. I will make sure it is correct when I do the 2nd method because I think it does look "cleanest" too. I had a proofreader question using the dot locator for use so I thought I would ask.

    Thanks!

     

    in reply to: Blank lines on a cartoon within a novel #37949
    Melissa Caldwell
    Participant

    Thank you! That is the way I did it. It's nice to know I did it correctly. 🙂

     

    in reply to: Tiny numbers on multiplication/division cards #37268
    Melissa Caldwell
    Participant

    Thank you Kyle!

     

    in reply to: Tiny numbers on multiplication/division cards #37256
    Melissa Caldwell
    Participant

    Sorry. Yes, it's because I didn't show the reverse sides of the print cards. They were without colors and and tiny numbers so I didn't have an issue with that side of the cards. I did the cards in whole as a nested list. I haven't started the cards with the division yet. I had included the one example because I will be doing them too. I am attaching them so you can see both sides now and again how I am doing them in braille.

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    in reply to: Tiny numbers on multiplication/division cards #37242
    Melissa Caldwell
    Participant

    I have the way I did the first two strategy cards. I haven't made it to the division card yet. It will be done similarly to the other two. What do you think? Other ideas?

     

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    in reply to: UEB Math worksheets for 1st grade #36279
    Melissa Caldwell
    Participant

    Thank you for getting back to me so quickly and for your help! The attachment above is what I already was using. I referenced it in my first question. That is what started the discussion with my coworker. I read Guidelines and Standards for Tactile Graphics 2010 Unit 6.1.1.1  along with the chart and understood it to mean not to use a numeric indicator of any type whether it be a numeric passage indicator, numeric indicator or numeric terminator. Thank you for clarifying that this includes both inside and outside the graphics.

    in reply to: UEB Math worksheets for 1st grade #36274
    Melissa Caldwell
    Participant

    The question of whether to use the numeric passage indicator and numeric terminator has come up again but with more than analog clocks. Should we use the numeric passage indicator on the line before and after the image for clocks, number lines, Cartesian planes/coordinate grids or do "we just ignore the general UEB rules in this situation despite none of the official ICEB or BANA books about UEB stating this exception." The quote is from a coworker that is still trying to get me to use the numeric passage indicator on analog clocks.

    Do we use any type of numeric indicator or terminator for analog clocks, number lines, or Cartesian graphs? Before or after the graphic or inside the graphic?

    Please help.

    Thank you!

    in reply to: UEB Math worksheets for 1st grade #35656
    Melissa Caldwell
    Participant

    Thank you so much for your help!

Viewing 9 posts - 16 through 24 (of 24 total)