Visually Impaired Resource Guide Mathematics Grade Six

At this level students write and talk about math and learn new mathematical terms. They are shown how to use algebra to solve problems and gain more knowledge of geometric relationships. They learn how to divide with decimals and to add and subtract fractions. They learn more about algebra and estimation and they check answers.

The Grade 6 curriculum places an emphasis on the use of calculators. The student who uses braille must develop calculator skills. Students can have access to a number of electronic calculators such as the stand alone talking calculator, the Braille 'n Speak,* Braille Lite * calculator and the built in computer calculator. Concurrent with mastery of the calculator, the student will need to continue learning and building upon Nemeth symbols and algebraic expressions and formulas. Estimation continues to be an important skill in checking answers and the calculator becomes a functional tool in this area.

Many math concepts can be reinforced by twin vision books (both braille and print) and adapted board games that can be used in the educational environment. This gives the student additional incidental practice with peers in a functional setting that is needed to reinforce concepts. The abacus or any of the electronic calculators can be used to keep score for classroom games.

Learning About Numbers

• learn how to divide using decimals divisors
• learn how to add and subtract common fractions (sums to 1) and multiply fractions by a whole number
• begin to learn about order of operations (e.g., 3 + 7 x 2 = 17)
• solve problems using ideas developed at previous levels

Introduction of new concepts should parallel the regular curriculum.

Data Analysis

• learn to expand data collection through developing questionnaires and probability experiments (looking at expected patterns such as the number of times the same number will show up when you roll dice)
• learn how to draw conclusions from graphs

The Vision and Classroom Teacher need to meet regularly to discuss the instructional program and allow time for the production of braille materials. Materials that are prepared in advance of the lessons allow pre-teaching, which is an excellent way of preparing the student for the concepts that will be taught in the classroom.

When working with graphs do not attempt to put too much information on any one graph. It is better to have three or four simple graphs than one with multiple themes.

Geometry

• begin to work with angles and complex figures
• learn about enlargements and reductions
• work with more complex patterns, combine symmetry, movement and numbers

A variety of concrete and tactile materials can be used to begin working with angles and complex figures. Commercially available products are available to assist in this area, however, the major focus still continues to be teacher/teacher assistant prepared materials. Orientation and mobility* [refer to the Vision Resource Teacher in your area for further information] 1 lessons are excellent functional situations to teach and reinforce angles.

Learning About Measurements

• learn to measure angles
• learn the formula for the area of a triangle (e.g., area = 1/2bh)
• do more complex problem solving, using measurement

Commercially prepared kits are available to assist with measurement. (Refer to the Resource list for mathematics*). Reinforcing angles in the orientation and mobility area continues to provide practice with this concept. A variety of concrete three-dimensional models can be provided to facilitate learning the objectives in this area.

Algebra

• learn to introduce translation between algebraic expressions and problem solving (word phrases)

Continue to build upon and learn new Nemeth symbols and formatting when dealing with algebraic expressions and formulas.

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