Project Math Access DVD 05 - Geometry - Part 01
Transcript Start
Audio Description: Part one; production of Geometry materials in braille.
STUDENT TEACHER: Okay, we’re talking about math, doing algebra. I’m doing my student teaching right now and |’ve been working on some graphs for a review worksheet. And I’m going to talk about the steps that I take in doing that. I take the graph, the original graph that's on the piece of paper.
Audio Description: The teacher holds up a page with four plotted graphs on it.
TEACHER: And first of all, I mark off the... points because they’re plotted graphs and these happen to be circles or ellipses. So I mark off just...
Audio Description: The teacher transfers the points to a sheet with a tactile grid.
TEACHER: On my worksheet here, on my raised line graph.
Audio Description: The teacher holds up a sheet with the two points plotted on the tactile graph.
TEACHER: This line here that intersects is the x-y axis so that's what I count off from.
Audio Description: The teacher refers to the original equation provided by the geometry teacher. She plots new points on the tactile graph paper.
TEACHER: Okay, that's pretty close. Okay, and then I sketch if out, so it's a lot easier to draw with the glue gun actually.
Just a rough sketch, it doesn't have to be right on because it's too hard to make too... straight of a line with the glue gun.
Audio Description: The teacher pencils in a circle based on four plotted on the tactile graph paper.
TEACHER: And then I take the glue gun and I just draw my lines.
Audio Description: The teacher uses the penciled circle as a guide for applying the glue to the graph paper.
Make sure it's a pretty decent-size thickness of glue, so it's discernible from the lines of the graph.
Audio Description: The circle is now half finished.
The circle is now three-quarters finished.
The circle is now finished.
TEACHER: And then I make a bigger glob of glue where the points are on the graph.
Audio Description: The teacher puts a large bead of glue at approximately the 12 o'clock, 3 o'clock, 6 o'clock and 9 o'clock position on the circle, to indicate the points.
TEACHER: And on this particular graph, there's just four points plus the center that are marked off. If there were more then I would probably put a glob of glue there also, depending on how cluttered it got.
Audio Description: The teacher puts a bead of glue in the center where the x and y axis intersect.
TEACHER: And then, there's the graph and it should look pretty close to this one here.
Audio Description: The teacher holds the original, and the one made of the glue gun, side-by-side.
TEACHER: And then all I would do is label it up on the top left corner with a slate and stylus of what... number it was so they can correspond it to the worksheet.
Audio Description: The teacher pulls out a pre-made example of a more complex graph, and shows it to the camera.
TEACHER: A little bit harder one was this one here. Here it is in print.
Audio Description: The camera zooms in on the original graph.
TEACHER: It's just a little bit sketchier. There aren't really any points to be marked on this one though.
Okay, in addition to marking in the top left corner with braille of what number the graph corresponds with... we also make a notch just with a pair of scissors in the top right corner so the student... knows, and that's agreed upon before that, you know so they know that that's the top. So they're not, you know messing with the graph upside down... or whatever, because that would mess up the plots, the plotted points.