Teaching and Learning of the Nemeth Braille Code

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Teaching and Learning of the Nemeth Braille Code n n n n Fraction and

Teaching and Learning of the Nemeth Braille Code n n n n Fraction and Fraction Indicators Mixed Numbers Complex Fractions Spatial Arrangement for Fractions Addition & Subtraction Involving Fractions Arrangements containing Mixed Numbers Cancellation

Fractions and Fraction Indicators Review n Simple Fractions w/ the horizontal line n n

Fractions and Fraction Indicators Review n Simple Fractions w/ the horizontal line n n Simple Fractions w/ the slanted line n n ? _/ # Mixed Numbers w/ the horizontal line n n ? / #(th st NI) (this still NI) # _? / _# Mixed Numbers w/ the slanted line n # _? _/ _#

Examples n Simple Fractions w/ the horizontal line n n Simple Fractions w/ the

Examples n Simple Fractions w/ the horizontal line n n Simple Fractions w/ the slanted line n n ? 1_/3# Mixed Numbers w/ the horizontal line n n ? 1/3# #4_? 3/8_# Mixed Numbers w/ the slanted line n #4_? 3_/8_#

Mixed Numbers n n Use the Numeric Indicator before the whole part. # Use

Mixed Numbers n n Use the Numeric Indicator before the whole part. # Use dots 3 -4 -5 before the simple fraction indicators on the fractional part. _? _# No spaces. n Example n #1_? 2/3_#

Complex Fraction n Use a dot 6 before the simple fraction indicators. , ?

Complex Fraction n Use a dot 6 before the simple fraction indicators. , ? , / , # If there is a mixed number in the numerator or denominator, the numeric indicator on the whole part is dropped because of the spatial arrangement. Never use numeric indicators inside of fraction indicators.

Examples of complex fractions 8 , ? 8, /? 4/5#, # , ? ?

Examples of complex fractions 8 , ? 8, /? 4/5#, # , ? ? 2/7#, /9, # 9 , ? ? 1/8#, /? 3/7#, #

Spatial Arrangements for Fractions Use a numeric indicator before the numerator and denominator if

Spatial Arrangements for Fractions Use a numeric indicator before the numerator and denominator if they are numerical. n Use the simple fraction indicator with a separation line (dots 2 -5) the same length as the longest expression above or below it. ? 333333# n

Examples #3 ? 33# #4 #5+6 ? 3333# #2*8 of spatial arrangement #2 ?

Examples #3 ? 33# #4 #5+6 ? 3333# #2*8 of spatial arrangement #2 ? 33# 9 #7 , ? 3333, # #9

Addition and Subtraction Involving Fractions n n n Put fractions in linear form. Align

Addition and Subtraction Involving Fractions n n n Put fractions in linear form. Align fraction lines and fraction indicators. Place numerators and denominators closest to fraction lines. Addition and subtraction symbols are placed one cell to the left of the left most cell in the problem. Separation lines are still one extra cell to the left and right of the cells in the problem.

Examples of fraction addition and subtraction ? 1/4 # +? 13/100# 333333 12_? 1/6_#

Examples of fraction addition and subtraction ? 1/4 # +? 13/100# 333333 12_? 1/6_# + 5_? 1/6_# 333333 17_? 2/6_#. k #17_? 1/3_#

Example Involving Finding Common Denominators 5_? 4/5 _#. k 5_? 8/10_# ? 9/10 #.

Example Involving Finding Common Denominators 5_? 4/5 _#. k 5_? 8/10_# ? 9/10 #. k ? 9/10 # +4_? 1/2 _#. k 4_? 5/10_# 3333333333333 11_? 2/10_#. k #11_? 1/5 _#

Cancellation Indicators n Begin cancellation with dots 2 -4 -6 (ow) and end with

Cancellation Indicators n Begin cancellation with dots 2 -4 -6 (ow) and end with dots 1 -2 -4 -5 -6 (er, termination indicator). Put these around what is being cancelled. [ ]

Examples of cancellation 8_? 12/8_# 9_? 1/2_#. k [9_? 4/8_#] -4_? 7/8_#. k 4_?

Examples of cancellation 8_? 12/8_# 9_? 1/2_#. k [9_? 4/8_#] -4_? 7/8_#. k 4_? 7/8_# 3333333333333 8 9 9 12 [9][0][0][ 2] - 3 6 9 3 33333333 5 3 0 9

Assignment n n n p. 16 all p. 17 do 2 in both sets

Assignment n n n p. 16 all p. 17 do 2 in both sets of Practice Exercises p. 18 do the last one in both linear & spatial format. Transcribe like p. 25 Transcribe using the spatial arrangement and then simplify to using cancellation indicators like p. 21. Solve and transcribe using cancellation indicators like p. 22.