[kdejute]

This looks like a case of print terminology not aligning with the braille definition of the print material. So, I would transcribe the print items you attached to your question according to the [u]Braille Formats 2011 guidelines for tables.[/u]

Nonetheless, I urge you to retain the column/row layout of these tables if at all possible and to avoid the listed, linear, or stairstep formats, so that these print items retain what similarities they have to traditional mathematical matrices.

Thank you for your question.
–Kyle

[kdejute]

Thank you for your question.

I would suggest that the text "For any distribution ... deviations of the mean." is a displayed snippet of text and should be formatted according to the displayed material guidelines of Braille Formats, 2011.

The next chunk of text, beginning with "Example For any distribution, ..." does appear to be instructions preceding itemized material. The directive nature of "Find the fraction of all the numbers ..." especially makes me think this. So, I would suggest that the text beginning "Example ..." before item #15 should be formatted in 5-3.

[kdejute]

I believe you are asking how to braille the illustration of the "New Groups Below" method that's shown on the print page you attached.

There is not a specific Nemeth rule for this situation. I would suggest using the "carried number indicator" (explained in Nemeth Code §178.d) much as you would for the "New Groups Above" method. Attached is an image of the braille I might use.

You should include a transcriber's note explaining that "the numbers printed on the separation line are brailled between the separation line and the carried number indicator".
edited by kdejute on 9/5/2015

[kdejute]

It appears to me, based on the print you included, that the quotation marks are not included in the italics, so I would put the italic indicators inside the quote marks. However, if the quotes ARE obviously included in the italics, the indicators can enclose the whole thing. Either way is OK according to UEB rules. If the book is inconsistent in the way this is handled, I would treat them all consistently...pick one way and do them all the same.

Cindi

[kdejute]

Thank you for the question.

I would suggest that you follow the Nemeth rules for matrices and keep the closing enlarged grouping signs unspaced from at least one entry in the right-most column. Then the column separation line under "NorthClean" will extend beyond the matrix.

As for dot 5s between columns, since the Nemeth rules for a matrix do not include them, I would say you should not include them.

So, I would not move the closing enlarged brackets so they are outside the column. And I would not use guide dots between the columns of your matrix. My thinking here is that it's best to follow the Nemeth rules inside the matrix and apply the table rules outside the matrix as far as is necessary.

Please do let me know if you have further questions.

–Kyle

[kdejute]

Thank you so much for your helpful and speedy answer.
Susan

[kdejute]

Good morning!

Would it be possible for you to share an image of the print that inspired this question? I'm afraid I do not quite understand what the calculator keys you're asking about look like.

In the absence of any image of the print, please consider the following.

Here are a few constructions that might work (without seeing the print, I can't say for sure which is correct).

If "E" is contained in a calculator key shape:
1.263996[E]-10
[simbraille]#1.263996$k,e]^-"10[/simbraille]

If both "E" and the "superscript minus" are contained in calculator key shapes:
1.263996[E][-]10
[simbraille]#1.263996$k,e]$k^-"]10[/simbraille]

If both "E" and "(superscript minus)10" are contained in calculator key shapes:
1.263996[E][-10]
[simbraille]#1.263996$k,e]$k^-"10][/simbraille]

Regardless of which of the above you use, please remember that the actual shape(s) used for calculator keys should be specified on the Transcriber's Notes page. And please do not hesitate to let me know if you have further questions or concerns.

–Kyle
edited by kdejute on 8/11/2015

[kdejute]

Good day!

In order to braille the example you give, I would first assume that those green boxes (shaped a little like an address plaque) represent calculator keys. I would also assume that the blue 'r' in your example is blue simply for emphasis. You should check these assumptions by looking at the rest of your book.

Then, I would address the blue 'r' issue in a TN explaining that variables which are printed blue are italicized in braille. And I would include a note on the Transcriber's Notes page giving a tactile representation of the calculator key shape shown in print.

Then, I would braille your example as shown below (with the second and third lines indented appropriately -- starting in CELL 3):

[simbraille],s4,a4 .k #4.p.;r^2
.k #4.p ,,ans $kx^2"]$kenter]
@:@: #197387017.5[/simbraille]

Please check that those green boxes are indeed calculator keys, that the 'r' is blue only for emphasis, and that your text does not use italic for any variables (so you can use it to represent blued variables).
edited by kdejute on 7/28/2015

[kdejute]

Thanks to everyone that has offered info. Each page in the workbook has directions for each part of the exercise. Since I don't have access to the teacher, I'll use those directions to make each tactile. I'll include a teacher's page to explain what is shown and what I've had to omit and label with the TN "Ask"

thank you
Mary

[kdejute]

Mary,

Just a few more points:

Joanna is right. Promising Practices has been officially withdrawn.

It's true that the best situation is to work closely with the teacher or someone else trained in early elementary instruction in order to suss out what basic concept each exercise was designed to address. Armed with that knowledge, it's possible to design a braille presentation that addresses the same concept in an accessible manner. It is possible that this information is available in the form of references to Common Core standards printed on each page or with each exercise.

Even if your book does not include a reference to the Common Core standards, reading through the Kindergarten portion of the standards may help you to identify what the goal of an exercise is. The standards are available here: [url=http://www.corestandards.org/Math/]link[/url]

As you take on this book, in a very Zen-like manner, one page at a time, please feel welcome to share here an image of any pages that are giving you fits. We can team up on them and take them down, as it were.

–Kyle

[kdejute]

Thank you for your question and your patience.

Alright then; let's get down to business. Here are responses to your questions, based on my understanding of the Provisional Guidelines:

p. 684, question 4: Since enclosed lists are specifically provided for in the Nemeth Code, I would say that grid coordinates presented as little enclosed lists should be transcribed in Nemeth mode.

p. 684, question 7: In order to ensure that you use the same dots for all percent signs throughout the document, I would switch into Nemeth mode for this list of percentages (including the answer choice identifiers A-D).

p. 685, question 35: Since this table's entries consist only of simple numbers, I believe the whole table can be transcribed in UEB.

p. 686, question 3: The answer choices that consist only of numbers could be transcribed in UEB.

p. 686, questions 9 & 11: Superscripts should be presented using Nemeth symbols, not the UEB super- or subscript indicators.

You might say that "math notation" refers to material that is presented differently in Nemeth Code than it is in UEB. And such material should be transcribed in Nemeth mode whether it appears alone or in the midst of an equation or expression.

[kdejute]

I have come across the same thing. It is from a chapter on probability.

If A and B are dependent events, then P(A and B) = P(A)*P(B | A)

1. Would you leave a space before and after the vertical bar?
2. Are letter signs needed for (A | B)?

Also, would you use a letter sign on the r in the fraction ?r radians/.p radians#
edited by crepemyrtle on 7/14/2015
edited by crepemyrtle on 7/16/2015

[kdejute]

Thank you, Cindi!

[kdejute]

I would suggest that you devise an abbreviation for these shapes and describe their function in a transcriber's note. I believe you could use [simbraille]$k$sa][/simbraille] for the first shape (calculator key, shade above for linear inequality) and [simbraille]$k$sb][/simbraille] for the second shape (calculator key, shade below for linear inequality).

Ideally, you should provide a tactile representation of these shapes, either within your TN or in preliminary pages.

Please see the portion of the 2007 update to the Nemeth Code that deals with section 111.d (calculator keys) as well as section 107 of the Nemeth Code.
edited by Kyle Transcriber on 7/6/2015

[kdejute]

Sorry, I meant the y in y-axis did not need a letter sign in this instance. I was thinking x-axis instead of y-axis.

Thank you for your reply.

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