Visually Impaired Resource Guide Mathematics Grade Four

At this level students use and build on their knowledge of math operations, data analysis, problem solving and measurements.

At this stage students who use braille build on their knowledge of the Nemeth Code* and formatting rules. Gaining proficiency on the abacus and the use of the Nemeth Code is an ongoing process that spans many years. New Nemeth symbols can be pre-taught or simultaneously taught as new concepts are introduced in the classroom. Functional manipulatives should continue to be used to teach and reinforce new skills.

Learning About Numbers

• count, estimate, add and subtract, using four-digit numbers
• extend whole number place value to five digits and estimation, addition and subtraction to four digits start to do some mental arithmetic
• do basic multiplication and division using whole numbers

Braille math formatting becomes very important when recording information and problem solving using the brailler as the recording tool. The unique aspects of recording math information and formatting on the brailler will require time to learn how to master and manipulate the brailler and braille page for spatial formats. (i.e. division)

To assist with the introduction of mental calculations, various methods can be taught to the student who uses braille to assist with this skill. Techniques such as "Finger Math" available from PRCVI* and Chisinbop (a method of using one's hands much like the abacus to make calculations) are only two of many ways to accomplish this goal.

Data Analysis

• gather information by conducting classroom poll or survey
• extend skills in reading and understanding displayed information (data) and use these skills to solve problems

Tactile graphing can be introduced at this stage. It is important to note that too much information on one graph, similar to map work, can be confusing to the student just learning this new skill. Tactile aids are available and can supplement teacher constructed materials. Common resources such as tactile graph paper, geoboards, cuisinart rods and three dimensional models can be used to assist in the concept development and recording of information. Graphing is a two part process, the student must first learn how to record information and then how to read and interpret data from an already existing graph.

Geometry

• learn about lines and polygons and more about symmetry and pattern
• begin to learn about identical (congruent) shapes and objects and also about using number lines and grids as models for graphing

Tactile diagram kits, number lines and models are available to teach and reinforce geometric concepts. The area of orientation and mobility [refer to the Vision Resource Teacher in your area for further information] 1 affords an excellent functional environment to augment many of these objectives.

Learning About Measurements

• start to measure volume
• start to make better estimations and solve problems involving time and temperature

Use a variety of functional and tactile tools for measuring. A talking thermometer, containers with tactile markings for volume, a talking clock, the Braille Lite* [refer to the Vision Resource Teacher in your area for further information] clock, the Braille 'n Speak* clock [refer to the Vision Resource Teacher in your area for further information] , the tactile clock, tactile rulers, meter sticks and commercially prepared worksheets are all devices that can be used at this level. Note that when sighted children look at various containers they will most often choose the tallest vessel to have the most volume (Piaget's theory on conservation) whereas the tactile learners will most often choose the fattest or widest container as holding the most. An excellent discussion comparing the theory of conservation between blind and sighted children can be found in Blindness and Early Childhood Development, 2nd Edition, Revised, by David H. Warren, published by the American Foundation for the Blind.

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