[Blindmath] Basic Math
Bill Dengler
codeofdusk at gmail.com
Wed Oct 12 16:41:50 UTC 2016
Obviously, calculators are useful in the context of a larger problem.
But I think this course was designed to teach the skills of working these sorts of problems out by hand (forgive me if I’m wrong).
And, at a certain level of math, students will be given exams that do not permit the use of a calculator at all.
This is where a good understanding of place value and the properties of the operations is key; you can split up numbers by value to make calculations easier.
Thanks,
Bill
> On Oct 12, 2016, at 3:02 PM, Kathy Zolo <Kathy.Zolo at asdb.az.gov> wrote:
>
> Forgive me for taking a stance on the use of the abacus vs. a calculator with this question. Beyond 5th or 6th grade, all Blind and visually impaired math students should be given a talking scientific or graphing calculator to perform mathematical calculations.
>
> I can recommend the talking TI-30XS scientific or the TI-84 Plus Graphing calculators. If purchasing or obtaining those calculators is an issue, and you are taking an online class, then go to www.desmos.com <http://www.desmos.com/> and start using their accessible online both scientific and graphing calculator.
>
> Let me know if you need further assistance with using calculators that are accessible.
>
>
> Kathy Zolo
> HS Math Teacher
> Arizona School for the Blind (ASB)
> Arizona State Schools for the Deaf and the Blind (ASDB)
> Kathy.Zolo at asdb.az.gov <mailto:Kathy.Zolo at asdb.az.gov>
> Office: 520.770.3276
> Fax: 520.770.3735
>
>
> ASB guides and supports students in a safe, individual learning environment that addresses the whole person by providing opportunities and empowering students to face challenges and make responsible choices to pursue their potential and engage in their community.
>
>
>
> -----Original Message-----
> From: Lanie Molinar [mailto:laniemolinar91 at gmail.com <mailto:laniemolinar91 at gmail.com>]
> Sent: Tuesday, October 11, 2016 3:15 PM
> To: Bill Dengler <codeofdusk at gmail.com <mailto:codeofdusk at gmail.com>>; Blind Math list for those interested in mathematics <blindmath at nfbnet.org <mailto:blindmath at nfbnet.org>>
> Subject: Re: [Blindmath] Basic Math
>
> Hi. I understand everything you said, but I'm still not sure how to go about solving these problems.
>
>
> On 10/11/2016 1:07 PM, Bill Dengler wrote:
>> Okay, I'll explain some of this as best as I can. If you have
>> questions or something is unclear, feel free to ask and I'll try to help.
>>
>> In order to understand decimals, fractions and percents, you first
>> need to understand place value. Each digit of a number has a certain
>> value, depending on its position in the number. For example, the
>> number 11 is made of a ten and a one (10+1=11).
>> The number twelve is made of a ten and 2 ones.
>> 20 is made of two tens and zero ones (10+10+0=20).
>> 101 is made of one 100, 0 tens and 1 one (100+0+1=101).
>> 1,000 is made of 1 thousand, 0 hundreds, 0 tens and 0 ones
>> (1000+0+0+0=1000).
>> This pattern continues for hundred thousands, millions, ten millions, etc.
>> Each digit of a number in the decimal system, or base 10 (that's the
>> number system we normally use for counting) is based on the number 10
>> being multiplied by itself an infinite number of times (10 times 10 is
>> 100, 100 times 10 is 1,000, 1,000 times 10 is 10,000, etc).
>>
>> Fractions are more precise than whole numbers. They represent
>> quantities less than 1. The top number (or numerator) shows how many
>> parts you have, and the bottom number (or denominator) shows the
>> number of parts in the whole. For example, the fraction 1 over 2 is
>> one half. You have 1 part of the whole, which is made of two parts; if
>> you had both (2 over 2) you'd have exactly one whole. In the fraction
>> 1 over 4, you have one part out of a total of 4. In the fraction 3
>> over 5, you have 3 parts out of the total of 5, etc.
>>
>> Mixed numbers are, as their name implies, mixed; they have both a
>> whole part and a fractional part. For example, 1 and 1 over 4 has a
>> whole part, 1, and a fractional part, 1 over 4.
>>
>> Decimals are mixed numbers that use the place value system described
>> above for the denominator of their fractional part. The decimal point
>> separates the whole part from the fractional part. In a decimal, the
>> whole part can be (and often is) 0 or omitted; this means there is no
>> whole part and the number is simply a fraction. For example, the
>> decimal 0.5 is 5 over 10. The decimal 0.25 is 25 over 100. The decimal
>> .0001 is 1 over 10,000. The decimal 1.5 is 1 and 1 over 2.
>>
>> Percent literally means "for each 100." This means that they are
>> fractions where the denominator is always 100. For example, 50% is
>> simply the fraction 50 over 100. 25% is the fraction 25 over 100. 150%
>> is the fraction 150 over 100. .5% is the fraction .5 over 100, in
>> other words the fraction who's numerator is 5 over 10, and who's
>> denominator is 100.
>>
>> There is more than one way to represent the same fractional quantity.
>> For example, what's the difference between 1 over 2 and 5 over 10? Or
>> 1 over 2 and 4 over 8? Or 1 over 2 and 5,000 over 10,000? These
>> "equivalent fractions" need to be "simplified", or reduced to lowest
>> terms, for your final answer. This means the denominator must be the
>> smallest possible value it can be that is still an equivalent
>> fraction. For example, the fraction 25 over 100 (the decimal 0.25)
>> "simplifies" to 1 over 4.
>>
>> Hope this helps,
>> Bill
>>> On Oct 11, 2016, at 4:22 PM, Lanie Molinar via Blindmath
>>> <blindmath at nfbnet.org <mailto:blindmath at nfbnet.org> <mailto:blindmath at nfbnet.org <mailto:blindmath at nfbnet.org>>> wrote:
>>>
>>> I am using hard copy Braille on a Perkins, but I also have an abacus
>>> available, although I am not sure how to set these kinds of problems
>>> up on an abacus.
>>>
>>>
>>> On 10/11/2016 11:15 AM, Lewicki, Maureen via Blindmath wrote:
>>>> Tell us how you are answering: hard copy braille on a Perkins? Using
>>>> a calculator? using an abacus? Using a refreshable braille device?
>>>>
>>>> Maureen Murphy Lewicki
>>>> Teacher of the Visually Impaired
>>>> Bethlehem Central School District
>>>> Bethlehem High School
>>>> 700 Delaware Ave
>>>> Delmar, NY 12054
>>>> http://www.bethlehemschools.org <http://www.bethlehemschools.org/>
>>>> Keep on beginning and failing. Each time you fail, start all over
>>>> again, and you will grow stronger until you have accomplished a
>>>> purpose - not the one you began with perhaps, but one you'll be glad
>>>> to remember. Anne Sullivan
>>>>
>>>> -----Original Message-----
>>>> From: Blindmath [mailto:blindmath-bounces at nfbnet.org <mailto:blindmath-bounces at nfbnet.org>] On Behalf Of
>>>> Lanie Molinar via Blindmath
>>>> Sent: Tuesday, October 11, 2016 12:09 PM
>>>> To: Blind Math <blindmath at nfbnet.org <mailto:blindmath at nfbnet.org>>
>>>> Cc: Lanie Molinar <laniemolinar91 at gmail.com <mailto:laniemolinar91 at gmail.com>>
>>>> Subject: [Blindmath] Basic Math
>>>> Importance: High
>>>>
>>>> Hi. I'm taking a basic math class online where I don't have an
>>>> accessible textbook available yet. Unfortunately, since it's been
>>>> several years since I've taken math like this and I have health
>>>> issues now that have made it very hard to remember how to do the
>>>> work, I'm really struggling with learning how to do it. I was
>>>> wondering if anyone might be able to give me tips on how to handle
>>>> problems like the ones I'm including below. I have a few friends who
>>>> are trying to help me, but they're sighted, and without the
>>>> textbook, I'm finding it difficult to understand what they're
>>>> telling me. They do these problems in a very visual way, so I know
>>>> they're having a hard time, too. Here are a few examples of problems
>>>> I'm working on.
>>>>
>>>> 1. 538.9*2892.07 2. 82*0.00000789
>>>>
>>>> The next few problems involve changing fractions into decimals.
>>>>
>>>> 3. 1/20 I know the answer to this one, but I couldn't tell you how I
>>>> know it or show my work. 4. 4/9 5. 2/3
>>>>
>>>> These problems are division problems.
>>>>
>>>> 6. 434/8 7. 185/6 8. 689/14 9. 56.347/0.02 10. 553/6 11.
>>>> 175.12/31
>>>>
>>>> The next problems involve changing fractions into percents.
>>>>
>>>> 12. 37/40 13. 27/25
>>>>
>>>> The instructions for the next few are to find the following.
>>>>
>>>> 14. Price: $75.37 Tax rate: 6% Tax:
>>>>
>>>> 15. Attendees: 2,413 Percent men: 39% Men:
>>>>
>>>> 16. Students: 15 Number of B‟s: 11 Percent of B‟s:
>>>>
>>>> Those are examples of the questions I'm having trouble with. I would
>>>> really appreciate any help learning how to do these. Thanks.
>>>>
>>>>
>>>> _______________________________________________
>>>> Blindmath mailing list
>>>> Blindmath at nfbnet.org <mailto:Blindmath at nfbnet.org>
>>>> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org <http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org>
>>>> To unsubscribe, change your list options or get your account info
>>>> for Blindmath:
>>>> http://nfbnet.org/mailman/options/blindmath_nfbnet.org/mlewicki%40bcsd.neric.org <http://nfbnet.org/mailman/options/blindmath_nfbnet.org/mlewicki%40bcsd.neric.org>
>>>> BlindMath Gems can be found at
>>>> <http://www.blindscience.org/blindmath-gems-home <http://www.blindscience.org/blindmath-gems-home>>
>>>> ________________________________
>>>>
>>>> This electronic transmission contains CONFIDENTIAL INFORMATION,
>>>> which may also be LEGALLY PRIVILEGED and which is intended only for
>>>> the use of the addressee(s) named above. If you are not the intended
>>>> recipient of this transmission, or the employee or agent responsible
>>>> for the delivery of it to the intended recipient, you are hereby
>>>> notified that any dissemination or copying of this transmission is
>>>> prohibited. If you have received this transmission in error, please
>>>> notify the sender immediately and permanently delete this
>>>> transmission and any attachments. Thank you.
>>>> _______________________________________________
>>>> Blindmath mailing list
>>>> Blindmath at nfbnet.org <mailto:Blindmath at nfbnet.org>
>>>> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org <http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org>
>>>> To unsubscribe, change your list options or get your account info
>>>> for Blindmath:
>>>> http://nfbnet.org/mailman/options/blindmath_nfbnet.org/laniemolinar91%40gmail.com <http://nfbnet.org/mailman/options/blindmath_nfbnet.org/laniemolinar91%40gmail.com>
>>>> BlindMath Gems can be found at
>>>> <http://www.blindscience.org/blindmath-gems-home <http://www.blindscience.org/blindmath-gems-home>>
>>>
>>>
>>> _______________________________________________
>>> Blindmath mailing list
>>> Blindmath at nfbnet.org <mailto:Blindmath at nfbnet.org> <mailto:Blindmath at nfbnet.org <mailto:Blindmath at nfbnet.org>>
>>> http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org <http://nfbnet.org/mailman/listinfo/blindmath_nfbnet.org>
>>> To unsubscribe, change your list options or get your account info for
>>> Blindmath:
>>> http://nfbnet.org/mailman/options/blindmath_nfbnet.org/codeofdusk%40gmail.com <http://nfbnet.org/mailman/options/blindmath_nfbnet.org/codeofdusk%40gmail.com>
>>> <http://nfbnet.org/mailman/options/blindmath_nfbnet.org/codeofdusk@gmail.com <http://nfbnet.org/mailman/options/blindmath_nfbnet.org/codeofdusk@gmail.com>>
>>> BlindMath Gems can be found at
>>> <http://www.blindscience.org/blindmath-gems-home <http://www.blindscience.org/blindmath-gems-home>>
More information about the BlindMath
mailing list