[Blindmath] Basic Math

sana javed patrioticlyric at gmail.com
Thu Oct 13 11:58:59 UTC 2016 

Hi Lanie Molinar:
I want to share my experience : i was      looking  for a good
resource  to  prepare  for GRE  quant  section,  ,but  couldn't  find
any  good   resource .I don't know what to do  but it's well said that
" Where there's a will,there's a way ": fortunately, i came across
an  online       academy that is ,"khan academy  " that's really
halping me in   learning  basic  mathms . What's commendable  about
it  is  that  u can   listen to  audio tutorials  and  read  the
"transcript "   (  text   ) on the same  lecture.For example, first of
all i  listen   to     the audio  tutorial  on   "  evaluating
equations using    fractions and decimals "  and then read  the
description   available   in the form of transcript. it really
facilitated  me to understand  basic  maths in an effective manner  .
Secondly, these lectures  are  presented  in a story like  manner
,that becomes  easy  for you   to  digest it.Kindly, visit    this
website and you'll  definately find it helpful.
https://www.khanacademy.org/














Keep your Spirits High.Regards



On 10/11/16, Lanie Molinar via Blindmath <blindmath at nfbnet.org> wrote:
> 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>> 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
>>>> 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] On Behalf Of
>>>> Lanie Molinar via Blindmath
>>>> Sent: Tuesday, October 11, 2016 12:09 PM
>>>> To: Blind Math <blindmath at nfbnet.org>
>>>> Cc: Lanie Molinar <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.
>>>>
>>>>
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>>>
>>>
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>
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