Project Math Access DVD 04 - Application of Math Skills - Part 05 Transcript Start Audio Description: Part five; check writing. TEACHER: Then he hands his time sheet to me, and usually he then goes and picks out a payroll card, which has different scenarios on them like for example, “You were inline skating and you broke your wrist; you have to pay a co-pay of $10," or whatever. And then they have to write a check. His card today is going to be; here you can read it while I'm checking your time sheet. You can read it and then you can read it out loud for the camera too, okay? Audio Description: The card is about 3 inches by 8 and a half inches wide. PETER: “You finally get a date with the cutie of your dreams. A movie and ice cream will cost you $38. Make your check payable to Odium Movie Theater." Alright, so... TEACHER: Okay, then he‘s usually got to wait for me to just double check his work, here. But maybe you could talk and I could check at the same time, okay? At this point, Peter has only written a check-- oh this is your second check to write I think, so this is something that is fairly new to him. So, what we make the students do, the braille students, we make them role play because someone will probably have to fill out the check for him, however, he will be expected to sign his signature on the check. So we usually role play and I'm either Aunt Tilly or Mom or somebody else but, and we make him come and ask. And he is expected to really, really walk me through how to write this check and what lines and where to go when I'm writing it. So, do you want to do that? Okay. PETER: Sure, am I going to use my own book? TEACHER: Yes, yes. Audio Description: Peter pulls a checkbook from a notebook. Now, Peter takes his signature guide from the notebook. TEACHER: We've been experimenting with pens with Peter too because... here, I'm just opening this wide. Yeah, try that one. Some pens work better than others... and so we're trying to explore which one will work the best for him. Audio Description: Peter opens the checkbook. PETER: So I would say, “Mom, can you help me fill out a check?“ TEACHER: “Sure I can.“ PETER: “Alright, here you go. And here's a pen. If you‘d please, over in the right-hand corner, is this check number 103?" TEACHER: “No, it's not 103." PETER: Oh, it'd be 104. TEACHER: Okay, if you don‘t, what can you do if you don't know what that check number is? PETER: Ask what it says? TEACHER: Well, you can ask what it says, but there‘s another way that you can find out what the last check was number that you wrote. PETER: Oh, you can look in your check register. TEACHER: Fine, yeah, why don't you try that then? I'm just putting your signature guide here on your check. Audio Description: Peter opens the notebook to find the check register. PETER: It says 101 was the last one, so is this check 102? TEACHER: 102, yes. And you might just want to make sure that the person that you're going to record it correctly when you go to do your check register. “And it does say 102." PETER: Okay, cool. “Okay, so now go over to the ‘Pay to the Order of' right here on the first line and put, where's the card thing, oops, oh here it is... Audio Description: Peter re-reads the instructions on the card. PETER: “Okay, can you put capital O, d, u, m, and then... TEACHER: “How is it spelled?" PETER: “It's capital O, d, i, u, m." TEACHER: “Okay, i, u, m? PETER: “Yeah." TEACHER: “Okay. " PETER: “And then space, capital M, o, v, i, e, and then space, capital T, h, e, a, t, e, r. Alright, and then we will go... Audio Description: Peter moves his fingers over a blank check in the check book. PETER: “Oh yeah, yeah, yeah, then you go over to the, it says, right below the check number... and you have to write out the amount, so..." TEACHER: Okay, you've skipped something. Underneath the check number, there is this right here let me locate that. What goes underneath the check number? Do you remember? PETER: Oh, the date. TEACHER: The date, okay. PETER: “So put 3... TEACHER: This is the date up here, okay? PETER: “Okay, so the date you put 3, hyphen 15, hyphen 1, 5, and then hyphen 0, 2." Audio Description: The teacher writes in the date. PETER: “And now if you go to the... TEACHER: “We've done the ‘Pay to the Order of'... PETER: “below that, yeah, if you go below the ‘Pay to the Order of'..." TEACHER: Okay, what's at the other side of the same line as “Pay to the Order of"? What goes there? PETER: The amount? TEACHER: Yes, remember this is a dollar sign so... okay? PETER: “Okay, so you would put 3, 8 point 0, 0." TEACHER: “Okay, 3, 8 point 0, 0." PETER: “And then down here you go to below the ‘Pay to the Order of' TEACHER: “Okay. " PETER: “And you have to write it out, so you'd put capital T. h. i. r. t. y and then space, capital E, i, g, h, t; and then I need you to make a fraction." TEACHER: Very good, that's usually what students forget when they're first learning, very good! Okay. PETER: “Alright, I need you to make a fraction and the numerator would be 0, 0 and the denominator would be 100, and then after the 100 of the denominator put a line all the way to the end." TEACHER: All the way to the word...? PETER: All the way to the word cents. TEACHER: dollars. PETER: I mean dollars. TEACHER: Dollars, that's what's written there usually, okay? PETER: “Alright, then in the bottom left- hand corner it says ‘Memo' or ‘For'... TEACHER: or ‘For', okay. PETER: ...put capital M, o, v, i, e." TEACHER: “Okay. " PETER: “Alright and then can you line up my signature guide so I can sign my name in the bottom right?" TEACHER: Yes. Okay, I'm going to move this away, because I've got the check that's been written on. So when you're asking someone to fill out the check... because you don't want then to go and then sign that. TEACHER: “Okay, now I'm going to line you up here and it would be nice if I gave you back your pen, okay. Alright, now, do you understand Peter is just learning to sign his name? PETER: Do you want me to explain... TEACHER: He's using a method that, it involves using the braille cell as a guide. He uses the braille cell and his finger. And the directions that I'm going to be giving him, are directions, and I will be telling him to move to like dot 3, go forward, right, left and to the dots that are in the braille cell. Normally they know how to write their signature before they get to this point; he will learn his signature pretty quickly, so he will be alright. He has brailled up the directions, but I'm pretty sure he doesn't have it memorized, or anything yet, so I'm going to kind of talk him through the procedure. We're also having a hard time getting used to making that pen, the lead or the ink, show up when he's signing his name. So we're just going to run through this and do the best we can since we're at the learning stage here. PETER: For the capital p we'd start at 1. TEACHER: 3 PETER: Yeah, 3. TEACHER: 3, go up to 1 PETER: Go up to 1, over to 4 TEACHER: Right to 4 PETER: Down to 5 TEACHER: Yeah PETER: Back to 2 TEACHER: Good, lift your pen off the paper and move over for your next letter. PETER: Okay, now for the “e". TEACHER: Lowercase “e" PETER: Yeah, lowercase “e", we'd start at 3, diagonal right to 5, TEACHER: Left PETER: Left to 2, down to 3, over to 6 and move over for the next letter. TEACHER: Peter you're doing really good. I'm not having to say anything; this is great! Okay, the “t" is kind of difficult so... PETER: Yeah, you start at 4. TEACHER: Well, you should be at 3, forward to or right to 6 PETER: Right to 6, that's what I meant to say, up to TEACHER: 4 PETER: 4, okay and then down to 5 TEACHER: down to 5 PETER: over to 2, back to 5... TEACHER: And you're going to kind of be using another braille cell. PETER: So over to that... TEACHER: Right to dot 2 PETER: right to 2, back to 5, down to 6, right? TEACHER: And move over for your next letter. PETER: Okay, and for “e" again we'd go starting at 3, diagonal to 5, back to 2... down to 3, over to 6 and go over again. TEACHER: Pete can sign “Pete" or “Peter" and then his last name. Since you're learning, but you look like you have quite a bit of space left, most people who are learning make the letters so big that sometimes we have to just use the first letter of their first name and then their last name. But I'm thinking you have enough room for "r." PETER: Yeah, I do. TEACHER: So why don't you try the “r" then. PETER: Okay, so we start at 3, up to 2, over to 5, down to 6, yeah, down to 6 and then pick up the pen because we're going to my last name. TEACHER: Yep, okay. I don't know but the pen is barely moving so I'm thinking you can make things a little bit bigger. But we'll work on that as we work on your signature though. Okay, now the capital "T." PETER: Okay, capital “T" you got starting at 6, 6 go all the way up to 4, over to 1... back to 4, then over to the next braille cell. TEACHER: Go to dot 1. PETER: Go to 1, back to 4, then down to 6. TEACHER: Okay, you could've lifted your pen off the paper after the dot 1, okay? Move over for your next letter. Okay and then Go from 3, up to 2, down to 3... TEACHER: Retracing PETER: over to 6 and up to 5, right? TEACHER: Retrace back down to 6. PETER: Back down to 6 and over for TEACHER: Anytime you're retracing, you remember, you go up kind of quickly go back down because you're less likely to go off the line, okay? PETER: And then for start at 3, up to 2, over to 5, back to 2, down to 3, over to 6. TEACHER: Okay, move over. PETER: Move over for the Now the we'd go from 3 to 2, pick the pen up, dot it at 1, back down to 3. TEACHER: Now you should feel where that pen was on your fingers so you know where to put the pen back to 3, alright. Move over for you next letter. PETER: Alright, for the “c" and we'd do 3 up to 2, over to 5, back to 2, down to 3, over to 6. And then that's it. I made my first name way, way too small, but that's okay. TEACHER: That's it, okay, but not bad. And I want to say the pen showed, just the part of the pen, I can tell you drew the line up correctly, but that's fine. That's a very nice signature and it fit on the line, okay. Then he usually hands me the check, okay and then I deposit it.