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<DIV>this is a great suggestion from a very resourceful lady.</DIV>
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From: brltrans@frontier.com<BR>To: russellli00@staff.nctschools.org,
AERNet@lists.aerbvi.org<BR>Sent: 2/2/2012 11:41:34 A.M. Central Standard
Time<BR>Subj: Re: [AERNet] Math- Proportions Cross Multiplying<BR></DIV>
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<DIV>I created a tool for my students who read braille. I took a manila
folder. I got 4 library pockets from our school librarian (they look like
rectangles where you can insert a card to sign out the book... olden years). I
affixed 2 pockets vertically one above the other on the left side of the
inside of the folder, and I affixed 2 pockets vertically one above the other
on the right side of the inside of the folder. I used graphic tape to create
horizontal separating lines between the top pocket and the bottom pocket on
each side. </DIV>
<DIV> </DIV>
<DIV>I then took a handful of 3 by 5 index cards (could also cut and recycle
leftover braille paper as well) and brailled numbers at the top of each card
(and at the bottom as well, so I could get 2 different numbers or variables
out of each card by flipping the card top to bottom). I then inserted the card
with the number needed into each appropriate pocket for my student to work out
the problem. </DIV>
<DIV> </DIV>
<DIV>Perhaps creating such a tool might help your student understand the
concepts of numerator and denominator, and how to cross multiply. </DIV>
<DIV> </DIV>
<DIV>I also made a similar folder for multiplying polynomials for my HS
kids ... but I affixed the 4 pockets horizontally (2 on each side of the
inside of the manila folder) and labeled them First, Outer, Inner, and Last
for the FOIL method of multiplying. My student would find the 2 firsts.. one
from the left side of the folder and one from the right side of the folder and
multiply them. Then he would find the 2 outers... the 2 inners... and the 2
lasts. He used a brailler to record and work out his problems, and he then
combined like terms to get the answer. </DIV>
<DIV> </DIV>
<DIV>It’s sorta hard to describe these in words... I’d be glad to answer any
questions, though.</DIV>
<DIV>Sheila</DIV>
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<DIV style="font-color: black"><B>From:</B> <A
title=mailto:russellli00@staff.nctschools.org
href="mailto:russellli00@staff.nctschools.org">Linda Russell</A> </DIV>
<DIV><B>Sent:</B> Thursday, February 02, 2012 10:10 AM</DIV>
<DIV><B>To:</B> <A title=mailto:AERNet@lists.aerbvi.org
href="mailto:AERNet@lists.aerbvi.org">AERNet@lists.aerbvi.org</A> </DIV>
<DIV><B>Subject:</B> [AERNet] Math- Proportions Cross
Multiplying</DIV></DIV></DIV>
<DIV> </DIV></DIV>
<DIV
style="FONT-STYLE: normal; DISPLAY: inline; FONT-FAMILY: 'Calibri'; COLOR: #000000; FONT-SIZE: small; FONT-WEIGHT: normal; TEXT-DECORATION: none">I
have a sixth grade braille reader who is learning about proportions and the
teacher is using the term cross-multiplying.<BR>Most of the work we have done
is using linear fractions, and she knows the first number is a numerator and
the second number is the denominator.We have taught her that when they talk
about cross multiplying we have taught her that she uses the first numerator
and the second denominator. <BR>Her aide thinks that this is confusing
her, and thinks that if she does the problem spatially it will be less
confusing for her. Since she has little experience with spatial fractions, I
am not sure this will help. I think it is just that it is a two step problem
and she doesn't like to do more than one step.<BR><BR>Any input from anyone
with experience in this area? <BR><BR clear=all><BR>-- <BR><FONT
style="COLOR: rgb(0,0,153)" size=4>Linda Russell</FONT><BR>Intervention
Specialist<BR><FONT size=1>Newcomerstown Exempted Village
Schools</FONT><BR>740-498-4151 ex:3207<BR><BR><SPAN
style="FONT-FAMILY: comic sans ms,sans-serif; COLOR: rgb(0,0,153)">You have
two hands. One to help yourself, the second to help others</SPAN><BR><BR>
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