[blindkid] [Bulk] subtracting in Nemeth braille

[Mike Freeman]

Right on! But I see no need for the abacus! By the time one needs an abacus, a calculator works just as well! (grin)

Mike

----- Original Message -----
From: "Brandy W" <branlw at sbcglobal.net>
To: "NFBnet Blind Kid Mailing List, \(for parents of blind chn\(was <blindkid at nfbnet.org>
Date: Friday, Oct 16, 2009 12:48:21
Subject: Re: [blkid] [Bulk]  subtracting in Nemeth braille

>
>
> Hi, When I do subtraction on the Braille Writer I don't use extra signs. One 
> doesn't need to cross it out. If need be she could just put a 4 sign over 
> it. Once I was profeciant we moved on to the abacus. Much faster and makes 
> more since. Hope this helps. Bran
> 
> Brandy Wojcik
> Discovery Toys Educational Leader
> www.playtoachieve.com
> (512) 231-8697
> ----- Original Message ----- 
> From: "Joy Orton" <ortonsmom at gmail.com>
> To: <blindkid at nfbnet.org>
> Sent: Friday, October 16, 2009 11:03 AM
> Subject: [Bulk] [blkid] subtracting in Nemeth braille
> 
> 
> > Dear Friends,
> > Our third grader is doing subtraction with two and three digit numbers and
> > some borrowing. In print, the number is crossed out and a new digit 
> > written
> > in above it. In nemeth, you have to use a "start cancelling" sign and a
> > "stop cancelling" sign before and after each digit to be changed. I know
> > this takes lots of paper.
> >
> > Right now our daughter is doing subtractions problems in her head.
> > Occasionally she gets mixed up, so the answer "21" might turn into "12." 
> > She
> > knows her math facts, but two and three digit numbers are a lot to keep up
> > with. She has been introduced to the "long" way to do it in Nemeth, but 
> > she
> > does not seem comfortable with it. (Honestly right now she is missing no
> > more than one in 10 of this kind of problem. Maybe I'm hyper-sensitive.)
> >
> > I don't know if her teachers are emphasizing writing it out. I know right
> > now it's not a big deal, but I think it will be important in the future to
> > have the skill of cancelling a digit or expression. I can think of 
> > reducing
> > fractions as an example of when it is needed.
> >
> > How have you dealt with this situation?
> > 1. How much do I need to emphasize it?
> > 2. How can I encourage the teachers and transcriptionist to help her work 
> > on
> > it?
> >
> > A related question: Is there an easy to read Nemeth guide or "cheat sheet"
> > like the alphabet and contraction sheet? I have a 255 page binder from 
> > BANA
> > with the whole code and all the rules, but it is hard to find what I want.
> >
> > Thanks for your help!
> > Joy Orton
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> 
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