Investigating Slope With Legos

Which One is the Square?
By Activity Bank on Jul 19, 2013
This activity has been revised and was originally created

by Kathy Heydt and published in the Perkins Activity and
Resource Guide (1st edition, 1992). The second
edition is available for purchase.
When describing the setup of our environment, we often
use geometric shapes as descriptive terms. “The block
we live on is the shape of a square.” “The side of the
house looks like a rectangle with a triangle on top.” “The
top of the paint can is round.” If a student does not
understand these concepts in a structured setting, he
could have difficulty gaining information from a verbal
description using these terms. This activity helps
students to improve their shape discrimination. Lessons
include Concept Development, English Language Arts,
Math and Independent Living Skills.
Materials
Various two-dimensional shapes
Procedure
 Provide the student with a two-dimensional square.
 Allow the student to explore the shape and identify four
sides and four pointed corners.
 Provide the student with a group of squares and one
other shape such as a circle.
 Ask the student to identify all the squares.
Variations
 Make the difference between the shapes more subtle
such as by adding a triangle or rectangle.
 Use other shapes.
 Add a wider variety of shapes to the group.
 Use a variety of three-dimensional shapes to introduce
the concept of cubes, spheres, etc.
 Ask the student to select a shape and then find objects in
the room that are the same shape.
Hint: Allow the student to explore various shapes throughout
the day and name these shapes when he encounters them.
Matching Like Objects

by Charlotte Cushman and published in the Perkins
Activity and Resource Guide (1st edition,
1992). The second edition is available for purchase.
Learning to match and sort items such as laundry,
silverware or coins is an important aspect of independent
living. This hands-on activity teaches students to
determine whether items are the same or different,
develop classification skills and match familiar objects.
Lessons include Independent Living and Social Skills.
Materials
 Tray or other defined work surface
 Assorted boxes or containers
 Several sets of ten identical objects. The objects should
be tactually dissimilar and preferably real objects from the
child’s environment rather than plastic representations. Here
are some suggestions:
o Combs and bars of soap
o Metal spoons and toothbrushes
o Socks and cups
o Keys and plastic forks
o Bells and buttons
Procedure
 Present the student with two sets of objects that are
similar in size and shape but tactually dissimilar. The items
should be mixed together in a central tray with one sample
item in the box on either side of the tray.
 Have the student reach into the box on the left and
identify the sample object. Then ask the student to reach into
the box on the right.
 When the student recognizes the sample objects in each
box, ask her to pick up one item at a time from the central
tray, identify it, and decide which box to place it in.
 Help the student to pick up an item from the central box
with one hand and check the sample boxes with the other
hand to determine whether the items match.
Variations
 Have the student label which items are the same and
which are different. Keep in mind that “same,” “different,” “not
the same” and “not different” may be four completely
unrelated concepts to some students. You may therefore wish
to present each concept separately and slowly introduce
synonyms. “That’s right, the square is not the same as the
circles. It’s different.” Vary the wording in order to broaden
and reinforce concepts.
 Try this activity on a magnetic board or a flannel board.
For example, place a row of circles and one square on a
magnetic board. Ask the student to pull off the one that does
not belong. Follow up with a verbal model, e.g., “Good, you
found the square. It doesn’t belong with the circles. It’s
different.”
 If the student is already able to match and sort objects,
have her tell you which items are the same. “These are all
circles. They’re all the same.”
 For students with low vision, it may be helpful to present
objects with sample boxes in front of the central box rather
than next to it.
 When students have mastered basic matching and
sorting skills, try to vary the objects as well as the setup of
sorting tasks so that students learn to generalize their skills.
 As the student learns to do this activity, present objects
which are more similar – forks and spoons, quarters and
pennies.
 For added cues, sorting boxes can be covered with
different textures.
 Give the student the tray of objects without placing one
of each item in the sorting boxes. Let her determine what will
go into each box.
 After the student has learned to identify objects that are
the same and different, have her find which letter is different in
a row of print or braille.
Hint: Throughout the day, help the child to identify items as
the same or different: “Jack, you and Diane are having the
same snack. You’re both drinking apple juice.”
More or Less
by Mary Jane Clark and published in the Perkins Activity
and Resource Guide (1st edition, 1992). The second
In order for students to truly understand quantitative
concepts, such as the value of money and
measurement, they must first understand the concept of
more and less. Students must be able to apply this
concept to a functional setting before learning addition
and subtraction. This activity teaches comparative
quantities using concrete objects that have meaning to
the students. Lessons include Concept Development
and Math.
Materials
Use concrete objects that are meaningful to students such as:
 Food items
 Money
 Books
 Toys
Procedure
 Begin by using concrete objects, such as pennies,
apples, and socks. At first, use grossly different quantities to
demonstrate this concept.
 Using pennies, place one penny in one box, and 30
pennies in another. Allow the student to explore each box by
lifting and feeling. Discuss the weight (heavier and lighter) and
the sound. Help the student to identify which set has more
and which has less.
 At snack time, give one student ten raisins and another
just one raisin. Let them look at both quantities. Discuss which
is more and which is less.
 Compare quantities:
o One cup of sugar – one half cup of sugar
o One pitcher of water – one glass of water
o One person on a couch – three people on a couch
Variations
Have the student place 50 pennies in one pocket of his pants
and two pennies in another. Allow him to walk around the
room. Discuss which pocket feels heavier and which feels
lighter.
Hint: Identify quantities as more or less throughout the

student’s day, such as in cooking (when measuring and
comparing weights of various items), at mealtimes and when
shopping.
More or Less
In order for students to truly understand quantitative
concepts, such as the value of money and
measurement, they must first understand the concept of
more and less. Students must be able to apply this
concept to a functional setting before learning addition
and subtraction. This activity teaches comparative
quantities using concrete objects that have meaning to
the students. Lessons include Concept Development
and Math.
Materials
Use concrete objects that are meaningful to students such as:
 Food items
 Money
 Books
 Toys
Procedure
 Begin by using concrete objects, such as pennies,
apples, and socks. At first, use grossly different quantities to
demonstrate this concept.
 Using pennies, place one penny in one box, and 30
pennies in another. Allow the student to explore each box by
lifting and feeling. Discuss the weight (heavier and lighter) and
the sound. Help the student to identify which set has more
and which has less.
 At snack time, give one student ten raisins and another
just one raisin. Let them look at both quantities. Discuss which
is more and which is less.
 Compare quantities:
o One cup of sugar – one half cup of sugar
o One pitcher of water – one glass of water
o One person on a couch – three people on a couch
Variations
Have the student place 50 pennies in one pocket of his pants
and two pennies in another. Allow him to walk around the
room. Discuss which pocket feels heavier and which feels
lighter.
Hint: Identify quantities as more or less throughout the

student’s day, such as in cooking (when measuring and
comparing weights of various items), at mealtimes and when
shopping.
Memory
By Activity Bank on Jun 12, 2013
This activity is a game where students remember and
match tactile cards. It teaches tactile discrimination and
taking turns, as well as left, right and middle orientation.
Lessons include English Language Arts, Concept
Development, and Recreation and Leisure.
Materials
 Game board made of sturdy cardboard divided into an
even number of squares. When students are learning the
game, you might want to start with six squares.
 Textured cards ranging from easily matched items to
more difficult items. Tactile elements might include silk,
sandpaper, carpet, aluminum foil, fur, bubble wrap, etc.
 A pegboard for each student to record points
Procedure
This game is played like Concentration.
 Students use a game board divided into squares, each

containing a textured card which is placed face down on the
game board.
 Each player is permitted to turn over two cards at a time.
If the two textures match, the player removes the cards from
the game board and receives a point.
 The object of the game is to remember where each
texture is located and to match the textures.
Variations
 Activity may be used to reinforce:
o Braille letter recognition
o Large print letter recognition
o Braille and print word recognition
o Color identification
o Number recognition
 Activity may be played as a speed memory game using a
timer (Beat the Bell).
Coin Identification
By Activity Bank on May 31, 2013

This hands-on activity teaches students who are blind or
visually impaired to identify and discriminate between
different coins, and to understand their value. Lessons
include Math and Independent Living.
Materials
A large assortment of coins (be sure you do not have any
foreign coins in your collection).
Procedure
 Give the student a container of various coins, and have
him sort the coins into four separate compartments. Initially,
start with two grossly different coins and work up to coins that
are more alike. For example, start with a quarter and a penny,
then introduce a new coin. Once all three coins are sorted
correctly, add the next coin. Always state the value of each
coin when it is introduced.
 Familiarize the student with each new coin as it is
introduced. For example, identify a penny by its color, size
and smooth edge, and the sound it makes when dropped on
the table. Identify a dime by checking for the ridges on its
side, its sound and size. Be consistent in the way you identify
each coin. Allow the student to discover differences in each
one.
 Compare the various coins: how are they alike or
different? Note that dimes and quarters have ridges and that
pennies and nickels have smooth edges.
 Give the student four pennies and three quarters and
have him find all the pennies. This activity can be done as a
type of game: give the student a container of coins and play a
game like Go Fish. Have the student select and identify the
coin. Then ask another player for the coin that has just been
identifies (e.g. “Give me all of your dimes.”). The student must
check to be sure all coins received are dimes.
 Give the student nine pennies and one different coin.
Have him find the one that is not a penny.
 Give the student one of each coin he is able to identify,
then have him find the coin that is worth 5 cents, 10 cents, 1
cent, 25 cents.
Variations
 Have the student count out and roll coins using paper
money rolls. For students who cannot identify or count
consistently, use a coin sorter (available in many toy stores).
 This activity could be done as a classroom job. For
example, after the student fills the school soda machine, he
must empty the change holder, then sort and roll all the
money.
Counting Cups
This hands-on activity uses fine motor skills and counting
to reinforce one-to-one correspondence. Lessons
include Math and Independent Living.
Materials
 Empty containers with lids. (Containers should be
selected based on fine motor need. For example, if the
student needs work on wrist rotation, use jars with screw-on
lids in place of plastic containers with snap-on lids.)
 Jar of pennies or poker chips
 Glue to attach items to lid (Super Glue may be best, or
white glue)
 Sorting tray to assist in organizing the activity
Procedure
 Ahead of time, glue a different number of pennies or
poker chips to the top of each container’s lid. Allow glue to dry
so pennies or poker chips are firmly adhered.
 Give the student the various containers and lids.
 Set up the activity as an assembly task, with empty
containers with lids on the left and a jar of pennies in the
middle. Have the student work from left to right:
o Pick up an empty container on the left.
o Count the number of pennies on the lid.
o Remove the lid.
o Count the correct number of pennies into the
container.
o Replace the lid.
o Place the finished container in the “finished” box on
the right side of the desk.
Variations
This same procedure may be followed for reinforcing money
combinations. For example, when working on penny and
nickel combinations to 20, braille or print small cards with
numbers to 20. Attach cards to the containers. The student
reads the number, such as nine cents, and places the correct
amount in the container.
Hint: A sorting box may help to keep the activity organized.
One-to-One Correspondence
This activity will reinforce the concept of one-to-one
correspondence in a variety of everyday functional
contexts. Lessons include Math, Independent Living.
Materials
Materials will vary depending on the skill level of the student.
Use functional items that the student encounters daily.
Procedure
Reinforce one-to-one correspondence using these activities
throughout the day:
 Table setting
o One plate in front of each chair
o One fork, one spoon, one knife for each plate
o One glass for each plate
One ice cube in each cup Beginning Map Skills

By Charlotte Cushman on Feb 12, 2013
Learning to interpret tactile graphics is a long process and

should begin well before formal maps of countries and
continents are introduced. In order for tactile graphics to be
meaningful, a student must first be able to:
1. interpret spatial relations between objects, as well as the
spatial relationship between himself and other objects
2. interpret the relationship between three-dimensional
objects and their two-dimensional representations
The Picture Maker Wheatley Tactile Diagramming Kit from
APH is a great way to introduce students to these relational
concepts.
Materials
 Wheatley Tactile Diagramming Kit (available from APH)
Procedure
1. Provide the student with repeated opportunities to
explore the school campus or neighborhood where she
lives. This can be done in conjunction with the family
and Orientation and Mobility instructor.
2. Discuss terms such as "corner", "intersection", "parallel"
3. Practice directional concepts, such as in back, in front of,
left, right, next to. Once the student has mastered those,
work on north, south, east, west.
4. Create tactile maps using the Wheatley picture maker, or
any other shapes and consistent tactile representations
that are available. Begin with small spaces, such as the
classroom or school building, and work up to larger
areas, such as a neighborhood.
5. Ask the student to find different locations on the map,
e.g. Where is the nurse's office? Where is the gym?
6. Make the maps increasing complex as the student
masters each level.
Variations
 Have the student create a map for another student to
interpret.
 Use braille or print labels on the map.
 Introduce more complex maps, as appropriate.
o
 One chair per desk

 One shoe per foot
 One stamp per envelope
 One letter in each mailbox
 One lid on every jar
 One nut for every bolt
 One hanger for every shirt
 One button for every buttonhole
Variations
Provide repeated opportunities for the student to practice
one-to-one correspondence.
Rote Counting
By Activity Bank on Oct 28, 2013

This activity is a great way to start students out on
understanding numbers and counting. Lessons include
Math and Independent Living Skills.
Materials
None required
Procedure
Give students numerous opportunities throughout the day to
count. Count with the student at first, then pause and wait for
the student to fill in the missing number (one, two, _____).
Start by counting to five, then move to ten, etc.
 During a cooking lesson, stir ten times.

 On the playground, count the number of pushes the
student gets on the swing.
 Count items of clothing when dressing (two socks).
 Count fingers, ears, toes, etc.
 Musical counting – give the student a drum, and have
him hit the drum one time for each number said.
 Have the student count the number of times the drum
has been struck by the teacher.
Variations
Introduce various songs and poems that have counting in
them, such as:
 One-Two Buckle My Shoe

 Hap Palmer “Count Up” song
 Check YouTube or Sesame Street for other counting
songs
Making Comparisons

By recognizing how things are alike or different, students
can learn how to arrange their world. This activity helps
students to develop classification skills, improve
descriptive skills using various attributes, and identify
qualities which are the same and qualities which are
different. Lessons include Concept Development,
English Language Arts, and Independent Living Skills.
Materials
No special materials required; if possible, real objects to
compare and contrast.
Procedure
Name two items and ask the student to tell how the items are
alike and how they are different. For example, for a cow and a
dog:
 How are they alike?

o Both are animals.
o Both have four legs.
 How are they different?
o A cow gives milk.
o They make different sounds.
o A dog could live in your house.
Try some of the following comparisons:
 Soda, milk
 Hat, mittens
 Watch, clock
 Train, airplane
 Spoon, fork
 Horn, whistle
 Bathtub, sink
 Mug, cup
 Horse, sheep
 Whale, goldfish
 Sneakers, boots
 Towel, washcloth
 Pen, pencil
 Tulip, daisy
Encourage students to compare and discuss as many
different attributes as possible – size, texture, shape, habitat,
sound.
Variations
Use real objects so that students can feel some of the
differences. This can also increase the variety. For example,
show students two hats, one of which is a wool hat, the other
of which is a baseball cap.
Hint: Throughout the day, discuss how things are alike and
different. “Look, Sean, we’re both wearing long pants with
pockets. Mine are made of wool, and yours are made of
corduroy. Mine have a snap and a zipper. Yours have a
stretchy elastic waistband.”
Cause and Effect

By Activity Bank on Sep 18, 2013
Many cognitive concepts that develop naturally in most
children must be specifically taught to children with
visual impairments and other disabilities. One
fundamental concept is cause and effect. This activity
demonstrates cause and effect, helping children gain a
sense of control over their environment. Lessons include
Concept Development and English Language Arts.
Materials
 A variety of toys, musical instruments and objects that
produce a given result when manipulated
 Items with on/off switches (radio, MP3 player, blender,
light, fan, etc.)
 Adaptive electronic switches
Procedure
 Help the student to manipulate some of the following
toys:
o Squeaky toys
o Music boxes
o Rattles and shakers
o Busy boxes
o Pop-up toys
 Reinforce their efforts by talking about what is
happening: “Good, you made the bell ring!” or “I’m going to
turn on the radio. Can you turn it off?”
 Keep in mind the age-appropriateness of the materials
being used. For older students try turning on and off the
following:
o A radio
o A light
o A fan
o A faucet
o A blender
 Electronic switches can be hooked up to activate many
battery-operated devices by the performance of simple
movements. For example, by lightly tapping a designated
switch, a child can turn on an MP3 player. Similarly,
specialized switches exist that allow a child with limited
mobility to turn on a radio by keeping her head in an upright
position. Performing simple actions to activate a reinforcer is
an excellent way to teach the concept of cause and effect.
Variations
In order to reinforce the concept of cause and effect, try
attaching small bells to a student’s wrist or ankle. These will
ring as she moves naturally.
Hint: Help the student to manipulate objects in the

environment that produce notable results, for example, turning
on an MP3 player or radio.
Grocery Shopping
Grocery shopping is an activity that incorporates a
number of skills, including reading, categorizing,
estimating, sorting, and understanding the value of
money. This activity takes students through the steps to
plan and execute a trip to the grocery store. Lessons
include English Language Arts, Math and Independent
Living Skills.
Materials
 List making items (brailler, digital recorder, or items for
making a picture list)
 Labels or packaging of items to buy
 Money
Procedure
Reading
 When planning a meal, have the student make a list of
the items that will be needed for the cooking activity. A
student who has difficulty writing may record the list into a
digital recorder, or choose the correct picture or label of the
item and make a pictorial list instead.
 Have the student select the correct number of items by
following verbal directions or reading a shopping list.
Categorizing
 After making a list of items, have the student determine
which items may be found in the same part of the store, such
as all cleaning products, all baking needs, all dairy products,
etc.
 Have the student participate in a categorizing activity
following a trip to the store. Possible questions might include:
What did you find in the produce section? In the frozen food
section?
Money Skills
 Allow the student to pay for items purchased at the store.
Have him select the correct number of bills needed from a
wallet. Use all one dollar bills until the student understands
the concept of five, ten and twenty dollar bills.
 Set up real-life situations to help the student understand
the value of money. Using a classroom store, have the
student role-play paying for items. The student can add up the
amount spent versus the number of items purchased.
Variations
Begin with a small local grocery store and work up to a full-
size grocery store. Using a small shopping list, have the
student estimate the cost of each item to determine how much
money to take to the store.
Tips and Strategies to Make
Expressions & Equations Accessible
By Susan LoFranco on Mar 15, 2017
Students with visual impairments may face challenges

when working on the Mathematics standards in the
Common Core State Standards (CCSS). As a response
to this, Perkins School for the Blind convened a panel of
experts to identify specific standards that would be a
potential challenge to students who are blind or visually
impaired, and then proposed ideas for materials,
foundational skills, tips and strategies, and lesson ideas
to help to address these challenges.
This post is part of a series about different parts of the
Mathematical standards.
Topics:
 What is a student likely to be working on in this area

 What are the particular challenges for a student who has
a visual impairment?
 Foundational skills
 Materials
 Tips and strategies
 Lesson ideas
What is a student likely to be working on in this area:
 Expressions and Equations are generally studied from
5th or 6th grade through High School
 An equation is a mathematical sentence that says two
things are equal such as 2x + 3 = 15
 An expression is a phrase that stands for a single
number such as 2x + 3
What are the particular challenges for a student who have a
visual impairment?
 Development of number sense is essential to helping
solve problems
 It is important to help the student develop an organized
system to solving the problem. Often teachers look for the
method student used to solve the problem.
 Learning how to detail, step by step, how the problem is
solved helps the student document the solution and can be of
aid if there is a mistake.
Foundational Skills:
 Apply properties of operations to add, subtract, factor,
and expand linear expressions with rational coefficients
 Understand that rewriting an expression in different
forms clarifies problem
 Solve real-life multi-step problems using all tools learned
 Graph a solution set of an inequality
 Read a word problem and form an equation from the
information presented
 Nemeth: superscript indicator, baseline indicator,
scientific notation, parentheses, fraction indicators, triangle,
segment (directly over, horizontal line, termination indicator)
 Understand basic operations on integers, an exponent as
repeated multiplication and simplifying like factors in a fraction
 Understand powers of 10 and how multiplication by 10s
or division by 10s affects a number
 Understand how to graph points and reading coordinate
graphs
 Relate and compare graphic, symbolic, numerical
representations of proportional relationships
 Calculate constant rate of change/slope of a line
 Understand that similar right triangles can be used to
establish that slope is constant for a non-vertical line â€¢
graphically derive equations y = mx and y = mx + b
 Differentiate between zero slope and undefined slope
 Understand how the y-intercept translates a line along
the y-axis (families of graphs)
 Understand how to graph points and reading coordinate
graphs
 Solve linear equations
 Understand the properties of operations to generate
equivalent expressions, identifying when 2 expressions are
equivalent
 Proficient braille reading and writing skills
 Interpret expressions that represent a quantity in terms of
context
 Choose and produce an equivalent form of an
expression to reveal
 Explain properties of quantity represented by expression
se the structure of an expression to identify ways to rewrite it
 Derive the formula for the sum of a finite geometric
series
 Understand that polynomials for a system analogous to
integers closed under operations of addition, subtraction,
multiplication and division
 Apply Remainder Theorem
 Identify zeros of polynomials through factoring and graph
 Prove polynomial identities and use them to describe
numerical relationships
 Apply Binomial Theorem
 Rewrite simple rational expressions
 Understand that rational expressions form a system
analogous to the rational numbers
 Create equations and inequalities in one variable and
use them to solve problems
 Create equations in two or more variables to represent
relationships
 Graph equations
 Represent constraints by equations or inequalities and
by systems of equations or inequalities
 Rearrange formulas to highlight a quantity of interest
 Explain each step in solving a simple equation as
following from the equality of numbers asserted at the
previous step
 Solve simple rational and radical equations in one
variable
 Solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters
 Solve quadratic equations in one variable by completing
the square and quadratic formula
 Demonstrate strong foundational knowledge in algebra
 Solve quadratic equations in one variable by completing
the square and quadratic formula
 Demonstrate strong foundational knowledge in algebra
 Prove that replacing one equation by the sum of that
equation and a multiple of the other produces a system with
the same solutions
 Understand how to construct spreadsheets with formulas
to complete some column entries in terms of given column
entries
 Solve quadratic equations and linear equations and use
substitution
 Use matrices
 Solve linear equations using matrices
 Use assistive technology for solving matrices
 Graph equations with two variables
Materials
 Talking calculator
 Perkins brailler
 Notetaker
 Computer with JAWS or VoiceOver
 Braille ruler
 Positive and negative tokens
 Standardized braille number line graphs
 APH Mathbuilder Unit 1- sorting (braille/large print)
 Unit 8- data collection (braille/large print)
 Tactile graphics for any number lines
 Tactile sketchpad
 Number line device
 Graphing calculator
 Orion TI-36X Talking Scientific Calculator, notetaker, or
iPad scientific calculator
 Graph paper (tactile or bold-line) and tactile dots
 APH Graphic Aid for Mathematics
 Pegboards and Braille cubes
 Objects to create equations
 Raised-line drawing kit
Tips and Strategies
 When using a computer with a screen reader students
can practice rewriting expressions
 When using braille number line graphs, teachers can
prep the graphs to show inequalities and students can
practice showing inequalities
 When using tactile graphics for any graphs or similar
triangles
 When using graph paper (tactile or bold-line) and tactile
dots students can create models of proportional relationships
 APH's graphic Aid for Mathematics has additional
suggested materials/methods for functional academics (APH)
 When using a notetaker, students can practice writing
and rewriting expressions
 When working on problems, students can practice
listening and speaking mathematically to describe factors and
coefficients.
 When working on problems, students must have access
to examples/exercises written in hard copy Braille and access
to Perkins Brailler for completing assignments
 When using Nemeth Code, students look for patterns in
Nemeth operators to help them remember what is a single
term in an expression, and what is not. Operators that have
horizontal dots in a single braille cell are addition and
subtraction, both with dots 3 and 6. Terms or numbers
separated by addition or subtraction symbols cannot be
combined.
 When using tactile symbols, students can practice with
them to learn about the meaning of combining terms and
analyzing expressions. For example, a square next to a
triangle can make 1 single shape. That would be a term. A
square next to a circle cannot make one single shape. That
would be an expression.
 When using computer with JAWS or VoiceOver, students
can listen to expressions, while using notetaker to write and
rewrite or complete the square.
 When using pegboards and braille cubes, students can
build triangles. Additionally, braille cubes can be used to
practice beginning with an exponent of 1 and building
triangles of increasing height
 When working on problems, have students guess
coefficients and exponents for increasing exponents in original
expression.
 When using a Perkins Brailler, it can be difficult to do true
Pascal Triangle, the most effective method is to start each row
at left margin. Although numbers don’t line up properly in this
representation, student can keep track of the different
coefficients to write the nth row in terms of coefficients in the
previous row.
 When using objects to create equations, students may
need lots of oral interpretation of simple word problems to
increase understanding.
 When using pegboard or graph board, students can talk
through the equation. Conversely, instead of graphing, show
equations and their values on spreadsheets. Construct
spreadsheets with formulas to complete some column entries
in terms of given column entries.
 When sighted students are using graphing calculators,
students with visual impairments should use spreadsheets.
 When using talking graphic calculator, students can
create equations and check their solutions
 When using notetakers, students can manipulate
expressions
 When using a Perkins Brailler, students can maintain
steps in the process of solving an equation. Additionally, a
calculator can be used to substitute the same random number
into side of equality at each step. Students must have access
to examples/exercises written in hard copy Braille
 When using a notetaker, students need access to a
printer to display solutions in print
 When students are learning problem solving, use real
world examples
 When sighted students are using graphing calculators,
students with visual impairments should be using
spreadsheets
 When using a Perkins Brailler, systems of linear
equations may be difficult to express when four or more
variables are involved. For systems of equations in four of
more variables, it may be best to use a computer algebra
system
 When using computer with JAWS or Voiceover, start with
concrete examples using spreadsheets
 When using a computer with JAWS or VoiceOver,
students can use spreadsheets to plot pairs (x,y), which may
be examined
 When solving problems, students can discuss using
large panels
 When using a raised-line drawing kit, have students
graph the lines of the two linear equations and shade the
appropriate intersecting half planes
Lesson Ideas
 Use different colored bags of the same types of items to
explain coefficients. A blue bag of paint brushes, for example,
means everybody who gets that brush will paint blue. The bag
is like parentheses.
 Work with interest rates. A rate on items in the
parentheses and a different rate on other items.
 Put everything together for writing equations for
geometric shape dimensions, buying and selling items in a
store, and earning interest.
 Identify the meaning of an exponent (limited to
exponents of 2 and 3).
 Express area of a square or volume of a cube using
exponents and then calculate the area or volume
 Identify a geometric sequence of whole numbers with a
whole number common ratio.
 Use repeated multiplication to form a geometric
sequence.
 Given an area of square or volume of a cube, find the
length of a side
 Compose and decompose whole numbers up to 999
 Graph a simple ratio by connecting the origin to a point
representing the ratio in the form of y/x.
 Solve simple algebraic equations with one variable using
addition and subtraction.
 Factoring and expression is like taking it apart. Discuss
what that means.
 Tactile symbol shapes as with academic students.
 Using food - separating a single loaf of bread into
several pieces of bread can be done. The loaf can be outside
a pot of soup. Everyone will get some of what is outside the
pot and some of what is inside the pot, much like factoring
terms in parentheses.
 Taking apart a sandwich into all it's factors.
 A sandwich bag can be like parentheses.
 All the carrots in the bag will get dipped into the ranch
outside the bag. The ranch becomes like a coefficient.
 Practice seeing all components of an expression.
Discuss how things can be rearranged but retain the same
outcomes.Why do you have to disassemble and reassemble
items? Like you may have to disassemble two outfits to create
4 different outfits.
 Discuss time value of money â€“ how to determine
present value and future value using properties of geometric
series some of this can be introduced with shapes, where a
square is divided into quarter and each quarter is divided into
quarters. This can continue to infinity. Students can use cut
paper to feel this concept.
 Use pegboards to find patterns created by increasing
coefficients in expressions.
 A lot of oral interpretation of simple word problems that
have to do with shopping.
 Use actual objects when possible to act out word
problems. He had twice as many pennies as she did... etc.
 Pennies to begin with. Add nickels and start with simple
equations.
 Pegboard or graph board for graphing.
 Move on to writing equations with constraints from
standard word problems.
 Use a talking graphics calculator to help with creating
equation and checking.
 Use a notetaker to manipulate expressions.
 Use the Perkins braille writer to maintain steps in
process of solving an equation.
 Use a calculator to substitute the same random number
into side of equality at each step.
 Act out equations. Use listening. How high does the
volume dial have to be turned to hear a word easily at 5 feet,
10 feet, etc. How is it different for different students.
 Graph results on pegboard or tactile graph paper.
 A lot of concrete examples of problems that involve many
solutions. Like students can plan a bake sale and try to get
$500 profits. They can sell more items at a lower margin or
fewer items at a higher margin.
Tips and Strategies to Make Statistics
& Probability Accessible
By Susan LoFranco on Feb 09, 2017

Topics:

 Materials
 Lesson ideas
 Students generally begin studying Statistics & Probability
in the 6th grade and continue through High School.
 Probability is a study of chance and its application in
daily life.
 Statistics involves the collection of data and the various
methods of analysis.
What are the particular challenges for a student who has a
visual impairment?
 Statistical concepts rely heavily on the presentation of
data utilizing visual and spatial skills. The student’s study of
Statistics and Probability will rely greatly on the tactile
representation of graphs and materials.
These skills are listed in a general order of skills required
by the student as they advance through the grades.
 Understand the rules of addition and multiplication and

apply them to statistical models
 Understand the purpose of statistics, information
generalization, and random samples
 The ability to use data from random samples to draw
inferences
 The ability to informally assess the degree of visual
overlap
 Build on prior experience with dot plots to
compare/contrast data displayed on two dot plots
 Make inferences from data
 Use measures of center and variability for numerical data
from random samples or draw inferences about two
populations
 Understanding of how to graph points in a coordinate
system
 Understand that a probability close to 1 means
something is very likely
 Read a segmented bar graph
 Determine the probability of a chance event
 Understand how to collect data and put it into a table
format
 Understand how to find slope and intercept
 Understand surveys, experiments, and observational
studies
 Understand what kind of data is derived from each type
of study
 Understand how samples are chosen for each kind of
study
 Be able to compute mean, median, and set up
proportions
 Be able to perform needed calculations on an accessible
calculator
 Describe, identify, and apply deviation, standard
deviation, absolute deviation, measures of central tendency,
measures of variability
 Be able to use probability to predict relative frequency
 Develop a probability model and use it to find
probabilities
 Using Nemeth Code understand a table of values as a
way to represent multiple points
 Ability to use models and simulate a variety of events
 Understand the probabilities of compound events
 Have the ability to compare simple events with
compound events
 Know how to recognize gaps, clusters, and trends in the
data set
 Be able to recognize extreme data points (outliers) and
their impact on center
 Be able to effectively communicate what data reveals
 Understand that when comparing distributions there must
be common scales and units
 Understand the characteristics of categorical data
 Be familiar with reading and the use of a two-way
frequency tables.
 Use and compute joint, marginal, and conditional relative
frequencies
 Recognize linear relationships displayed in a scatter plot
 Be able to determine an equation for the line of best fit
for a set of data points
 Be able to create a graphic display of residuals
 Be able to recognize patterns in residual plots
 Calculate error margins (residuals) with a calculator
 Represent data on two quantitative variables on a scatter
plot and describe how the variables are related
 Recognize the types of relationships that lend
themselves to linear and exponential models
 Be able to create and use regression models to
represent a contextual situation
 Understand what inference means and how statistics use
samples to make inferences
 Understand what margin of error means and how to test
for it
 Be able to compute findings for statistical experiments
and compare the results
 Understand why one result shows significance and
another does not
 Be able to evaluate reports based on data and use data
to talk about study results
 Understand independence and probability as it relates to
statistics
 Understand and interpret conditional probability
 Be able to describe a sample space and use set
notation, key vocabulary, and graphic organizers
 Understand what two-way frequency tables are and be
able to construct one using tactile media or a computer
 Be able to discuss what conditional probability and
independence and provide examples
Materials
 Braille notetakers
 Large print paper and pencils
 Braille graph paper
 Braille dots
 Braille and Large Print rulers
 Tactile graphics, textured objects, and bags of tactile
objects for experiments
 Braille spinner
 Talking calculator
 Recorder
 Orion TI-84 Plus Talking Graphing calculator or iPad
graphing calculator
 Tracing paper
 Spreadsheet software
 Braille charts
 Pegboard
 APH Draftsman
 APH Graphing Aid for Mathematics
Tips and Strategies
 When using textured objects, students can conduct
experiments with the objects chosen out of a paper bag.
 When using braille spinners, students can determine
probabilities.
 When using tactile graphics, students can create tree
diagrams and conduct simulations.
 When using tracing paper, students can trace shapes of
distribution with glue.
 When using a notetaker, students can record and
compare the mean.
 When using a notetaker, students can record and
compare data points and spreads.
 When using braille charts, students can input data for
identifying frequencies.
 When using braille graphics with points plotted, if there is
too much complexity in the amount of points it is advisable for
students to create tactile scatter plots. Tactile grid paper
along with multiple thumbtacks can be used to establish the
concept.
 When using the APH Graphic Aid for Mathematics,
students can manually plot points with a ruler stood on its
edge. Place approximately half the points on one side and
half on the other to form a line of best fit.
 When using pegboards, start with concrete rate of
change problems, such as walking speeds and then graph
with a pegboard.
 When using braille graph paper, student can graph rate
of change problems on braille graph paper and estimate
correlation coefficient based on slope.
 Students can define slope using slides and blocks.
 When working on correlations and causation problems,
students will benefit from group activities and discussions
using student relevant topics.
 When selecting tactile objects, students could use coins
or bags of tactile objects.
 When using notetakers, students can record results of
statistical problems.
 When using computers, students can define and record
information, as well as use the Internet to look up definitions
and provide examples.
 When using computers, students can define problems.
 Students can work in cooperative group activities, where
each group chooses a location and estimates the mean age of
the population in that location. In this group work, each group
finds their mean, margin of error, and creates simulation
problem to perform calculations.
 When using bags of tactile objects, students can conduct
one trial versus multiple trials with multiple bags.
 Students can use spinners to conduct multiple trials
 When using tracing paper, students can use glue for
drawing unions and intersections. Students can draw all
possibilities with glue.
Lesson Ideas
1. Activities to gather data from students about
preferences to discuss samples and statistics in
general.
2. Internet activity: Go to five websites and search for
a pre-selected word on a page. Make inferences
about the probability that every website has that
word.
3. Start with classroom measurements. Determine the
mean of student heights. Estimate heights of same
age students. Research accuracy on Internet.
4. Internet activity: Each group chooses two different
music genres. Use the Internet to determine which
artists sell the most albums in each genre.
5. Group activities with two different textured items in
paper bags.
6. Write probability as a fraction.
7. Group activities with different number of wedges on
spinners and impact on probability of specific
frequency of outcomes.
8. Use a spinner activity to predict probabilities of other
activities.
9. Given a linear set of points where the x-coordinates
increase by one, identify what the y-coordinates are
increasing by as a rate of prices rising or falling,
height of a person growing, etc.
10. Construct a graph or table from given
categorical data, and compare data categorized in
the graph or table.
11. Crate a tactile graphic of a bell curve shown as
a normal distribution.
12. Have a student create a simple bar graph using
a real life example.
13. Find the mean of a set of numbers using a
calculator.
14. Show the student tactile graphics of various
real-life situations and illustrate how they are similar
to parabola or a straight line. For example, show a
rocket taking off, curving, and falling back to earth,
or a student diving into a swimming pool, or Niagara
Falls.
15. Show the student a tactile graphic of the diver
ending up doing a belly flop instead of a smooth
parabolic dive.
16. Give the student a tactile graphic scatter plot
drawn on APH Draftsman film and placed in the
APH Draftsman. Give them a ruler and have them
draw a straight line through the points so that
approximately half is on one side of the ruler and
half is on the other.
17. Start with concrete rate of change problems like
walking speeds. Graph on a pegboard.
18. Define slope using slides and blocks.
19. Transfer slopes from slides to paper and
discuss coefficients.
20. Group activities and discussions using student
relevant topics.
21. Define random in relevant ways like weather,
flavors of a box of chocolates, ages of people on a
particular bus.
22. Use computers for defining and recording
information.
23. Use the Internet to look up definitions and
examples.
24. Use computers to define problem.
25. As a group activity, have groups choose a
location and estimate the mean age of the
population in the location. Each group finds their
mean, margin of error, and creates simulation
problems to perform calculations.
26. Separate students into two groups. One uses
cottonand the other uses ear plugs. Experiment
with the effectiveness of treatments on noise
blocking solutions. Afterward evaluate the
experiment for validity and reliability then make
recommendations.
27. Record results of choosing objects from
multiple bags of tactile objects versus multiple trials
with a single bag of objects.
28. Using bags of 2 or more tactually different
objects record what the chances are of picking
Object A our of 12 objects or if there are 6 of each
in the bag. Next, if you remove an Object A what
are the changes the next object selected will also
be an Object A? What are the changes it will be an
Object B?
Tips and Strategies for Teaching
Number System Standards

What is a student likely to be working on in the area
of Number Systems:
 A number system is a way to represent number.
 Base ten or the decimal system is one common number
system.
 Other number systems are Binary (base 2), Hexadecimal
(base 16), and Octal (base 8).
 Early elementary grades study numbers and operations
in base ten usually in whole numbers and some.
 By the time a student reaches 3rd grade fractions are
included in the study of numbers.
 Once in middle school students work with the Number
System includes the study of positive and negative
number, and rational number and irrational numbers.
 In high school students learning is extended from rational
and irrational numbers to imaginary numbers to form complex
numbers.
 As students advance through the grades they apply and
extend their understanding of the number system.
 Studying the number system enables the student to do
mathematics; calculate, solve equations and represent
measurements.
visual impairment?
The number system can become abstract particularly as

the student advances from grade to grade. It is
recommended concrete, along with tactile, examples be
used when working with students. The use of real world
examples of uses of the number system
 Addition
 Subtraction
 Multiplication
 Division
 Decimals, terminal and repeating
 Fractions
 Rational Numbers
 Irrational Numbers
 Understand the relationship between fractional integers
and rational numbers
 Imaginary numbers
 Complex numbers
Materials

Braille/Large Print Number Line
 APH Mathbuilders Unit 1 (Braille/Large Print)
 Magnetic Fraction squares, circles, or tiles
 Focus in Mathematics Kit
 APH Mathbuilders Unit 7 Fractions, Mixed Numbers and
Decimals (Braille/Large Print)
 Fractional parts of whole Sets
 Talking Calculator
 Talking Scientific Calculator
 Braille Notetaker
 Perkins Brailler
 Electronic Notepad with Scientific Calculator
 Adapted Practice Checkbook and Register
 Abacus
 APH Fraction kits
 Nemeth Code
 Math Window
 Tactile Stickers or markers
Tips and Strategies
 When using large print or braille number lines, tactile

markers or stickers may be useful.
 When using APH Mathbuilders Unit 1, student will need a
divided board with one side positive and one side negative.
 When using Nemeth, students need to understand the
special rules for superscript.
Lesson Ideas
 Lessons on pluses and minuses

 Use one item to represent a positive and one item to
represent a negative.
 Use one side of a board to add and one side to subtract.
 Discuss how credits can be positive and debits can be
negative and what happens when we add and subtract each.
 Use same positive and negative tokens to discuss
multiplication and division.
 Use double negatives in language to discuss multiplying
2 negative numbers.
 Subtract fractions with like denominators (halves, thirds,
fourths, and tenths) with minuends less than or equal to one.
 Relate to measuring cups in cooking and how many
halves, thirds, or fourths are left.
 Express a fraction with a denominator of 100 as a
decimal.
 Compare quantities represented as decimals in real
world examples to hundredths.
 Relate hundredths to pennies and make comparisons on
a number line to where an amount of money would lie.
Using real shapes to understand
congruence and similarity
By Tara Mason on Apr 24, 2016
Students will work with real shapes to reinforce the rules

of congruency and similarity when comparing geometric
shapes.
Materials
Real world objects to compare geometric shapes.
Procedure
1. Ask your student, "How do you know if two things are
congruent?" Give three sets of shapes or shapes drawn on a
tactile graph with wiki sticks. Ask your student to tell you about
these shapes and decide whether they are congruent.
2. With your student, come up with a defination for

congruency, which could be: Congruent figures are the same
when their segments and angles are compared.
3. Using either geometric shapes or tactile graph paper with

shapes drawn with wiki sticks, have your student show you
"Rigid Transformation, " which means the two shapes are the
exact size and shape.
4. After your student has shown you three examples of

congruent shapes, then go over the Nemeth sign for
Congruency.
5. A common mistake is assuming that if a shape is the same

as another they are congruent. Use an example of two real
world shapes, triangles, squares, to show how something may
be the same shape but not congruent, i.e., does not have the
same segments and angles.
6. Using APH geometry builder set, show examples of line

segments that are congruent because they are the same
length or "units" long.
7. Using APH geometry builder set, show examples of angles
that are congruent even if they are turned in different ways. If
an angle is 30 degrees and another angle is 30 degrees but
turned the opposite direction, they are still congruent.
8. Have your student draw congruent figures on their tactile

graph paper using a straight edge and protractor, or your
student can use wikki stix with a tactile ruler and tactile graph
paper.
9. Wrap up the lesson and make sure your student can define
congruence.
Variations
*Use shapes that can be picked up and placed on top of each
other
“How Many In” Cups

By Activity Bank on Dec 05, 2013
This activity works on one-to-one correspondence
through rote counting. Students will work on their
assembly skills, while learning to identify a set and “how
many.” Lessons include Math, Concept Development
and Independent Living Skills.
Materials
 Pennies
 Ten small containers with lids (such as Tupperware® or
take-out containers)
 Coffee can with lid – cut a slit in the lid to make can into
a bank
 Two work trays – one for cups containing pennies to be
counted and one for items that are finished
Procedure
 Give the student ten small containers with lids.
 In each container, place from one to three pennies.
 Set up the activity like an assembly task, with the student
working from left to right.
 Have the student open up one cup.
 Have the student count the coins by dropping each one
into a “bank,” while stating one number for each penny.
 When the student has finished counting, ask “How many
pennies were in that container?” The student answers,
“_____pennies.”
 Have the student place the empty container in the
finished box.
 Repeat this procedure until all containers are empty.
Variations
 As the skill level improves, increase the number of coins
in each container.
 Have the student count all the coins in the bank when the
activity is completed.
Money Bags
By Activity Bank on Dec 04, 2013

It’s important for students to have an understanding of
coins and their values, to be able to purchase a soda
from a machine or to pay bus fare. This activity uses
coins to teach a number of skills in addition to coin value,
including one-to-one correspondence, left/right
orientation and packaging. Lessons include Math,
Career Development and Independent Living Skills.
Materials
 A four-compartment sorting tray
 Index cards with coin values printed and brailled on each
card
 Assorted coins: pennies, nickels, dimes and quarters
 Ziploc® plastic bags or envelopes
Procedure
 Set this activity up like an assembly task.
 Give the student a work tray divided into four separate
compartments.
o The first compartment contains index cards with
money values printed and brailled on each card, for example
.10, .05, .25.
o The second compartment contains Ziploc® plastic
bags.
o The third compartment has an assortment of coins:
pennies, nickels, dimes, and quarters, each in separate
containers.
o The last compartment is empty. It will be used as a
“finished” box.
 The student works from left to right:
o Picks up one card and identifies the numeral;
o Places the card in a Ziploc® bag;
o Selects the coin that has that value stated on the
card;
o Places the coin in the bag; and
o Seals the bag and places it in the last compartment.
Variations
This activity can be expanded to increase the student’s
knowledge of coin value by:
 Incorporating two coin values on each index card (.25,

.05). The student must place into the bag two coins with the
same values as those on the card. Ask what the total amount
is in the bag.
 Have students find other ways of reaching that same
coin value: for example, .25 equals five nickels.
 Give values that require the student to combine coins,
e.g. .07, .23.
Hints: Have the student purchase small items at the store
such as small snacks. He should be encouraged to use a
variety of coins to reach the appropriate sum.
Give Me the Circle

By Activity Bank on Nov 25, 2013
by Kathy Heydt and published in the Perkins Activity and
Resource Guide (1st edition, Volume 2,
This activity is designed to assist students who are
visually impaired to improve their shape discrimination.
Lessons include English Language Arts, Math,
Orientation and Mobility, and Independent Living Skills.
Materials
Various toys and objects that are clearly a particular
geometric shape
Procedure
 Provide the student with various toys and objects that are
geometric shapes (e.g. Frisbee®, box, block, plate, book).
 Ask the student to give you all the items that are circles
(round).
 Then ask for another shape and continue until all the
items are gone.
Variations
 Give the student an object and ask him to search through
a box of items and find other items the same shape.
 A group of students can play this game in a cooperative
manner. Each student is responsible for collecting items of
one shape. The students take turns removing items from the
box, identifying the shape, and giving the item to the
appropriate student.
Hint: Allow the student to explore various shapes throughout
the day and name these shapes when he encounters them.
3-Dimensional Spatial Orientation

Discussion Box
By barbnixon on Nov 22, 2013
This super simple box serves as a hands-on learning
object to facilitate a discussion regarding the following
concepts:
 tactile discrimination: rough, smooth, bumpy, plastic,
paper, slick, hard
 inside corner/outside corner
 sides/corners
 top/bottom
 parallel /perpendicular
 edge
 same/different
 sorting/matching
The subject areas include: concept development,
orientation and mobility, math, english/language arts
Materials
 1 shoe box
 tin foil
 bubble wrap
 courigated cardboard (layered cardboard box)
 sand paper or rough stair tred tape
 white glue or double sided tape
 See "variations 2 and 3" below for more options to

add complexity.
Procedure
Sample discussion points:
 Tell me what you feel. - If the student is capable, enable
him or her to direct the conversation.
 What are the textures you feel? or Can you find the
ridgey/bumpy side?
 Where is a. . . wall, edge, corner, right side, left side,
inside corner, outside corner...
 Which wall is rough?
 Show me an inside corner/outside corner.
 Can you run your finger along an edge? ...from corner to
corner?
To Construct:
 Simply affix one texture on each "wall" of the box.
 Be sure to cover each wall edge-to-edge but leave the
edges themselves uncovered so they are more identifiable
tactually
 Put the same/matching textue on the inside and outside
of each wall except for one wall. That way, one wall is
different from all of the other walls which can add depth to the
conversation.
 See "variations 2 and 3" below for more options to

add complexity.
Variations
1. If the student does not have the verbal ability to have a
dialogue, the student can still use this box for learning.
 If that is the case, I recommend "providing a narration"
as a teaching strategy. i.e. as the student explores, make
simple statements directly related to their touch such as, "Oo!
That's rough... Let's go find the smooth side... Here it is on the
right. Oh! the outside wall is smooth too. It feels like bubble
wrap. It sounds like bubble wrap too. Let's go check the left
side." Some physical cues and/or hand-under-hand guidance
may be required for more clear communication.
2. You can use a variety of materials for the various
textures. APH sells a kit called "Carousel of Textures" which
they describe as Feel'n Peel Sheets". But common houshold
materials work just as well as long as you can glue them
effectively. Double sided tape can be used.
3. You can add one Velcro dot in the middle of each "side"
which would enable the students to stick items on the sides
you request. You can have them read Braille directions or
listen to recorded directions to do things like, "Place the large
oval on the outside of the right wall".
 If you have an APH "Wheatley Tactile Diagramming Kit",
the Velcro shapes are ready-made with a variety of textures,
sizes and colors. The photo above shows very simple hand-
cut shapes with black Velcro (If you want to decrease visual
distraction, use white Velcro on white paper). Picture above is
one large and one small: triangle, square, oval and
rectangle. The large oval is Velcroed to the outside of the
right wall in the photo above. I used black Velcro for the dark
sides and white Velcro on the lighter sides of the box to make
it less visually distracting since the focus is on developing
tactile skills and knowledge of 3-D spatial orientation.
Patterns and Sequence

By Activity Bank on Nov 05, 2013
With students who have multiple disabilities, sequencing
is best taught using actual items or objects in their
natural setting. This activity will help students to
reproduce a given pattern and follow a given sequence
in systematic progression, while learning to identify
concepts such as “before,” “after,” “first” and “last.”
Lessons include English Language Arts, Independent
Living, Math and Social Skills.
Materials
Materials will depend upon the specific activity.
Procedure
 Have the student reproduce the following patterns:
o A place setting
o Clothes in a drawer in a left-to-right sequence
(underwear, socks, T-shirts)
o Clothes on a clothesline (sock, shirt, pants)
o Items in a schedule box (see “Schedule Box”
activity)
o Object pattern (cup, sock, comb)
 Have the student follow the sequences below in left-to-
right, top-to-bottom progression:
o Place cups in a dish rack.
o Place envelopes in a row of mailboxes.
o Place muffin papers in muffin tins.
o Place bottles in cartons with cardboard dividers.
Variations
 Help the student to determine what comes first, next,
last, before and after.
 Any sequence of items can be placed in jigs or divided
boxes.
 Assembly tasks are an excellent way to reinforce
sequencing skills. Have the student place several items in a
given container in sequence.
 Have the student perform motor movements in sequence
– hands over head, touch waist, touch toes. Then ask the
student to repeat.
Hint: Discuss the sequence of activities that students perform
throughout the day. Talk about what you need to do first or
last, before or after: “Before we go outside, we need to put on
our coats.”
Sorting and Packaging Buttons

by Susan N. Edwards and published in the Perkins
Vocational training can start with young children,
teaching them skills that can be useful in a potential work
situation later on. Understanding sorting and
categorizing is one such skill. This activity uses buttons
to teach sorting, packaging, inserting and counting, while
working on the student’s pincer grasp. Students can do
this activity for arts and crafts class or sewing class.
Lessons include English Language Arts, Career
Education, Social Skills and Independent Living Skills.
Materials
 Buttons
 Sorting tray
 Small plastic bags
 Heat sealer (adapted)
 Finished box
 Counting jig (if needed)
Procedure
Provide the student with buttons in a large container. Above
the container, provide a sorting tray. Ask the student to:
 Sort the buttons by the given categories (color, size, etc.)

 Package six buttons into each plastic bag.
 Seal each bag with a heat sealer.
 Place the bag in the finished box.
Note: instead of a heat sealer, Ziploc® bags or twist ties can
be used to seal the bags.
Variations
For students who do not have number concepts, trace six
buttons on an index card. Have the student match the buttons
to the ones on the index card. When all of the circles on the
card have been covered, have the student package the
buttons and continue until all buttons have been packaged.
Hint: The buttons may be sorted according to size, shape and

texture, for those students with no useable vision.
Is that Remainder of One Correct?
By Susan LoFranco on Apr 24, 2017
The student will review divisibility rules and use those
divisibility rules to help in division.
Procedure
 Review the following vocabulary with the student:
dividend, divisor, quotient, factors, divisible, prime number,
odd number, even number
 Review with the student the Divisibility Rules (attached).
 Listen/Watch with the student a reading of the story A
Remainder of One, by Elinor J. Pinczes, or, if you have a copy
of the book, do your own read aloud.
 Discuss with the student how knowing the divisibility

rules could have helped determine the solution to A
Remainder of One more quickly.
 Using the students media of choice have the student
complete the Divisibility Rules Worksheet
Click to
download Click to download

divisibility rules.doc, Divisibility Rules Worksheet.doc
O&M and Scale Drawing

 The student will be able to measure a shape and then,
draw it with the graphics board to scale and discuss the
coefficient of scale.
Materials
 Braille or Large Print Ruler
 Graph paper - bold or raise lined (full page not 4 quarter)
 Dots, Markers, Black tape
Procedure
 With the student review vocabulary - scale, area,
perimeter, map scale.
Click to open word document.
 With the student review different scales found on
maps; confirm that student understands the purpose of the
scale. By Googling Scales on Maps and viewing images
numerous scales can be found.
 Using the students media of choice, change the scale
given in the Learning About Scales Worksheet.
 To prepare the student for creating their own scale and
drawing discuss a route the student takes moving from one
classroom to another.
 Next, discuss how the student thinks the distance could
be calculated. (Answers may include counting steps, using
measuring tapes, counting doorways.)
 Once a method of calculating the distance between
classrooms has been determined, with the student measure
out the distance. (Remember to include all turns.)
 Record distances using the student's media of choice.
 Then, once again, using the Learning About Scales
Worksheet, the student should develop a scale that will be
used to create a map of the route.
 Lastly, the student, using graph paper, will create a map
of the route using the appropriate scale. The map should
include labels of the rooms, hallways, offices, bathrooms, and
have the scale included.
 The creation of the map is an opportunity for the student
to be creative and descriptive. After the map is completed the
student can use it to confirm it is accurate or ask another
student to follow the map to ensure accuracy.
 The student should re-adjust the map as required.
Variations
 This lesson can be done for numerous routes throughout
the building and then extended to to outdoors.
Learning about Scales Worksheet.doc
ips and Strategies to Make Ratios and
Proportional Relationships Accessible

Topics:

 Materials
 Lesson ideas
 The study of Ratios and Proportional Relationships are
generally studied in 6th and 7th grades although the skills
learned are applied throughout a students further math
education
 A ratio is a comparison of two things. A proportion is two
ratios that have been set equal to each other 5/10 = 1/2.
 A proportion is an equation that can be solved
 The student will likely build tables of related quantities
and find missing values
visual impairment?
Students should have time sufficient to practice reading
and creating tables and proportional relationships
 recognize and represent the connection between
equivalent ratios, values in a table, and graphed ordered pairs
to express unit rates using a variety of representations, given
a contextual situation
 identify that a proportional relationship intersects (0,0)
 determine other points using (1, r)
 to recognize and represent proportional relationships
 use proportional relationships to solve multistep ratios
and percent problems
Materials
 Braille/large print ruler and sliders
 Tactile fractional
circles
 Tactile graphics on a coordinate plane
 A timer
 Math builder
 APH Unit 7 manipulatives: ratios
 APH Mathbuilder's Unit 8 data collection kit in braille
 Manipulatives
 Embossed graph sheets
 Bold line tactile graph paper
 A tactile graphics kit
 Large print
 Graph board
Tips and Strategies
 When using tactile graphics, it may be best to use as a
kit to make tables in order to enter data for easy
comparison
 When using graph board, a student can work with ratio
bands and pins or pegs
 When using notetakers, students can read word
problems or research other real-world problems to construct a
math problem
Lesson Ideas
 Ticking timer and track to walk on, compute time
distance rations and length ratios by measuring number of
strides per minute.
 With manipulatives and appropriate rulers, measure
ratios of side lengths and shapes.
 Sorting boxes to put objects into for comparison. Empty
egg cartons and small tactually different items can work to
compare quantities. Graph results.
 Have student groups count their items and graph each
group's results.
 Plan a garage sale or cake sale. Discuss pricing and how
much prices will decrease each day. Graph profits.
Geometry Accessible

Topics:

 Materials
 Lesson ideas

 The study of Geometry deals with points, lines, shapes,
and space
 Plane Geometry is about flat shapes, lines, and circles
 Solid Geometry is about three dimensional objects such
as spheres and cubes
 Students study Geometry beginning in Kindergarten
(possibly pre-school) through High School where a student
will most likely spend one school year studying the subject
 In the earliest grades students are learning to identify
shapes, lines and their relationship in space

visual impairment?
Geometry relies heavily on the visual representation of
shapes and their relationship in space. Student will need
tactile drawings and physical representations to support
their studies.
 Understanding rotations, reflections and translations in
order to experiment with them and explain the results
 Calculate expressions using order of operations
 Understand required Nemeth code including parenthesis,
baseline indicator, congruent, shapes, shape indicators,
segments, rays, lines, angles, degrees, parallel, prime for the
transformed image, shape indicator, termination indicator,
radical, superscript, multi-purpose indicator, Greek later
indicator, Pi, fractions indicator
 Understand graphing, measuring angles, length, and
direction
 Understand graphed points, how to read tactile graphics,
and how dilations, translations, rotations, and reflections affect
the coordinates
 Be able to conduct experiments which show that
rotations, reflections, and translations of lines and line
segments, angles, and parallel lines are rigid
 Understand graphed points, how to read tactile graphics,
translations, rotations, and reflections
 Be able to use a sequence of transformations and map
on figure to a second figure to show congruency
 Be able to describe a sequence of transformations
needed to generate the image given its pre image
 Verbally describe the location on a coordinate grid of an
image with respect to the pre-image
 Discuss the difference between rigid and non-rigid
transformations
 Demonstrate that congruency is a special case of
similarity
 Demonstrate that similar figures maintain shape but alter
size through dilation (scale factor)
 Use and apply facts that result from parallel lines cut by a
transversal
 Understanding of triangles and areas of a square
 Understand legs vs. hypotenuse on a right triangle and
how to solve related problems
 Understand what cones, cylinders, and spheres are
including where length, width, height and radii are on those
figures
 Recall surface area formula
 Understand how to graph the points in a coordinate
system
 Integrate manual and technological methods and relate
the scenarios to authentic student centered situations
 Understand a table of values as a way to represent
multiple points and then understand how to graph the points in
a coordinate system
 Graph points of a scatter lot that seem to have a linear
association and observe a trend line
 Know the difference between shapes and
transformations
 Understand congruence
 Understand the concept of corresponding pairs, sides,
and angles and their measurements
 Be able to complete proofs in both narrative forms and
by drawing figures
 Know how to use a compass, ruler, and protractor
 Understand the physical characteristics of shapes
 Understand ratios and proportions
 Understand how to solve algebraic equations
 Understand the parts of a circle
Materials
 Braille/Large Print Number Line
 APH Geometry Tactile Graphics Kit (Braille/Large Print)
 Graph paper (tactile and bold lined)
 Talking Calculator
 Orion TI-84 Plus Talking graphic Calculator or iPad
graphic calculator
 Braille Notetaker
 Electronic Notepad with Scientific Calculator
 Nemeth Code
 Tactile Graphics
 Tactile dots
 APH Draftsman
 Wheatley board
 Wikki Stix or graphic art tape
 Manipulative circles
 Braille and or Large Print Protractor
Tips and Strategies

 When using a Braille protractor student can practice
drawing shapes and angles
 When using tactile graphics make sure they contain the
appropriate components
 Use 2D manipulatives with the appropriate components
 Using heavy card stock shapes can be made to
represent triangles, cubes and other shapes
 When using 3D models of cones, cylinders, and spheres,
include those that can be filled with a liquid such as water
 When using tactile graphics of scatter plots, use of the
APH Graphic Aid for Mathematics to create scatter plots
manually.
 Use of the Orion TI-84+ Talking Graphing Calculator to
create scatter plots and latent to the individual points to gather
information
 Place ruler on edge and try to fit it in between points
such that about half of the points are about the ruler and half
are below.
 When using APH Geometry Tactile Graphics Kit have the
student rotate and reflect polygons
 When using the APH Mathematics Graphic Aid (with
Black Rubber Board) students can draw shapes based on
transformations. The same things can be completed using
APH grid paper or the APH Draftsman
 When using tactile diagrams, with any new shape,
students need access to tactile graphics of triangles in order
to compare corresponding pairs of sides and
angles. Additionally, there are some mainstream
manipulatives that are triangles where the students can move
the angles and how they impact other angles
 When using tactile diagrams, students can use tactile
symbols to mark diagrams
 When using the Wheatley Board, students can use
string, or paper folding with thicker paper rather than reflective
devices or dynamic geometric software for Braille users
 When using magnification or contrasting color with the
dynamic geometric software it will be easier to see for low
vision students
 When solving problems students need to draw geometric
figures. Students need to be able to use ruler (with caliper),
compass, and protractor
 When using tactile graphics, students need access to
ones that show similar shapes for introduction materials.
Students could be given one shape and be asked to create a
similar shape using something like the Wheatley. This would
require them being able to construct shapes with appropriate
angles and side lengths
 When solving proofs, students need access to materials
that allow them to draw or construct the figures. They also
need quality tactile graphics to explore concepts
 When using tactile grids, plot points on a tactile grid to
compute area by counting the squares in the grid
 When using 3-dimensional manipulatives, have multiple
shapes as well as nets of the polyhedrons to better
understand the parts of the figures. Tools such as the
Geometro would be beneficial
Lesson Ideas
 Recognize translations, rotations, and reflections of
shapes.
 Find objects in the environment that are translations,
rotations, and reflections such as tiles, clock hands at different
times, opposite pages in a spiral notebook
 Use shapes that can be picked up and placed on top of
each other
 Using real world examples, turn shapes around on a
graph and have students predict what will happen once it
lands on a different part of the graph.
 Practice with 3D shapes that are the same and different
 Identify similar shapes with and without rotation.
 Use real shapes and objects in their environment that
students can relate to
 Compare any angle to a right angle, and describe the
angle as greater than, less than, or congruent to a right angle.'
 Use a protractor, corner of a piece of cardboard or index
card (something that is a right angle) to do the comparisons.
You can also relate it to how open a door is, etc.
 Form right triangles by connecting the origin, a point on
the x-axis, and a point on the y-axis. (or a point with another
point vertical and another point horizontal)
 Understanding of tracking vertically and horizontally
 Graph Paper (tactile or bold-line) and tactile dots and
lines
 Graphic Aid for Mathematics
 Use the formulas for perimeter, area, and volume to
solve real-world and mathematical problems (limited to
perimeter and area of rectangles and volume of rectangular
prisms).
 Understanding of what rectangles and rectangular prisms
are, including where length, width, and height are on those
figures.
 Interpret whether data seems to be rising or falling
 Use a rubber band, Wikki Stix, or other straight object to
estimate a line through a linear system of points
 Describe similarities between opposite parts of items
(reflection) or how an object can be turned and look the same
(rotation)
 Students can learn the basic terms and understand that
when things turn that they are rotating and when they "flip",
then they are reflections. This would be a basic terminology-
focused only
 Given a geometric figure and a rotation, reflection, or
translation of that figure, identify the components of the two
figures that are congruent
 Identify corresponding congruent and similar parts of
shapes
 Functionally, the concept of similarity may be focused
more on how things "look" instead of exact measurement. For
many students, being able to say that two shapes are similar
(even if they are not exactly similar) may be an appropriate
skill. If we want them to be able to find a smaller size of
detergent that has the same shape (but is smaller), this
concept could be applied
 Students need to know that all circles are similar and
possible the main labels. Coins are an excellent example of
where students will need to able to differentiate sizes of
circles.
 Find perimeters and areas of squares and rectangles to
solve real-world problems.
 Make a prediction about the volume of a container, the
area of a figure, and the perimeter of a figure, and then test
the prediction using formulas or models.
 Identify the shapes of two-dimensional cross-sections of
three dimensional objects.
 Use properties of geometric shapes to describe real-life
objects.
Counting in Tactile Journals
By RTomascoff on Jan 27, 2013
Tactile journals are a way for students who are blind or

visually impaired, including those with additional disabilities, to
describe their experiences. They provide an opportunity for
students to work on communication and self-expression in
written or verbal form, in addition to the tactual
representations. In addition, they can be a tangible way for
students to practice counting skills and number concepts, as
shown on the pages here.
In the activity on the right, the student counts a specific
number of Hershey Kisses into a bag for snack. This is a
functional activity practicing left to right sequencing and
counting, with an end product that can be shared with
classmates or sold to others.
Materials
There is an endless list of specific items that can be used to
create these, but the list below gives you some ideas to get
started.
 selection of different types of fabric
 buttons, ribbons, glitter, herbs & spices, painted
eggshells, cinnamon sticks, dried flowers, pipe cleaners,
seeds, beans, feathers, tape, dried pasta
 sand
 different types of paper
 popsicle sticks
 glue (glue guns, white glue, glue sticks)
 metal rings to hold book together
 construction paper
 hole puncher
Procedure
Students should participate as independently as possible in
each step of the process, with staff guidance where
necessary. These can be journals that follow a theme or
cover a specific period of time.
1. Ask students what some things are that they can count
(e.g. children in the class, numbers of shoes, number of
windows, number of musical instruments, etc.)
2. Have them decide how they want to create a picture to

show how many.
3. The procedure will depend upon the specific materials that

have been selected and what the students want to depict in
their tactile pictures.
Variations
Students can show a sequence of numbers (1, 2, 3, etc.) in a
single book, as illustrated with these pages of swings
“Give Me” Game

Often students are able to count all the items in a given
set but have a harder time forming a smaller set from the
larger one. This activity works on those number concepts
as well as one-to-one correspondence. Lessons include
Concept Development, Math and Independent Living
Skills.
Materials
Common items – select items from the student’s daily
experience
Procedure
 Give the student five identical objects such as bowls,
pennies or cards.
 Ask the student for a specific number of items, for
example, “Give me three bowls.”
 Repeat this with different quantities and objects.
 As the student becomes familiar with this activity, have
him select from a larger set (such as ten items).
Variations
 If the student has difficulty with this activity, be sure it is
set up so that he is actually removing the objects from the
larger set (as opposed to just touching each item as he is
counting). Place a box on the table, and have the student
place the requested amount into the box.
 When the student has mastered this activity, mix a
number of different items on the tray and help him find three
spoons from the collection of items.
 To help develop the concept of “remainder,” once the
student is able to remove items from a larger set, begin to
ask, “How many are left?”
 Develop a concept of even sets by dividing the set in
half.
Counting Book
By Liamsmom on Feb 04, 2013
Create a 'flip book' with objects to count under the flap. I put
the Braille number on top of the flap the objects underneath
it. I also added the sign language picture for each number on
the flap as well so whoever is reading the book with my son
will know how to sign the number to him as well.
Materials
 braille paper
 glue
 small objects to count (such as Q-Tips)
 sign language pictures (optional)
 metal rings or binder to make the pages into a book
Procedure
To make the book:

1. Create 10 "flaps" with the numbers 1-10 in print and
braille. Pictures of sign language for each number can
also be included. (You can start with a smaller number
of pages, if you want, like 1-3, or 1-5)
2. Glue the specified number of objects on a different piece
of paper (heavy paper, such as braille paper, card stock,
or construction paper work best). You can do a different
item on each page, or keep the same one going
throughout the whole book.
3. Tape the flap to the top of each page, so that it covers
the item.
4. Punch holes and put the book together using metal rings
or a binder.
To read the book with your child:
1. Practice counting 1-10 (or whatever the total number of
pages is) with your child.
2. Help your child to find the first page. Point to the
braille/print numerals. Say/sign: "How many?" Wait for
a response, then say/sign "1, 2, 3", etc.
3. Invite the child to flip up the flap and count the number of
items underneath.
Variations
 Create additional pages, as your child learns the
numbers.
 Make the items smaller, moving, for example, from Q-
Tips to raised dots of velro or glue.
 Invite the child to make his own book, counting out the
number of items needed for each page.
Counting by Fives
This activity teaches students the value of a nickel, as
well as beginning time concepts. Lessons include
Concept Development and English Language Arts.
Materials
 Nickels
 Braille clocks
Procedure
 The student practices counting by fives daily until he is
able to count by fives to 100 independently.
 Give the student nickels to count into a container.
Emphasize that each nickel is worth five cents.
 Give the student a clock, and have him move the minute
hand of the clock from number to number while counting by
fives. Emphasize that each number represents five more
minutes of time.
 Have the student practice counting by fives to 10, 25 and
100. Ask the student which coins represent 10 and 25 cents,
and what bill equals 100 cents.
Variations
None.
Interpreting Functions Using Real Life

Examples
Students will model a simple linear function such as y =
mx to show that these functions increase by equal
amounts over equal intervals using tactile graphing
paper and a talking calculator.
Understanding of how to find patterns in mathematical
functions
Materials
 Two or more teacher-made tactile graphs displaying two
simple linear functions
 Wikki Stix
 Braille graph paper (3-6 pieces)
 Braille ruler
 Braille dots for plotting points
Procedure
In this lesson, students will relate real life applications such as
buying "x" items that cost "m" each to get a total cost = y OR
growing "m" inches over "x" years to find total length. Students
will break this equation into parts to learn about what is
happening when we graph rate of change.
1. Present an example graph with two trends moving side

by side, ask the student to describe what he/she sees.
Ensure student is using systematic search patterns to
identify the pattern and describes the pattern accurately.
2. Come up with an example together of patterns that this
graph could describe, i.e., a plant growing, a child
growing in height of the years, city growth...
3. Using the tactile graph paper, braille dots, ruler, work
with your student to go through an experimental problem
comparing two simple linear equations.
 "Leandra wanted to experiment with sunlight and
growth. She wanted to answer the question, "can different
types of sunlight change the speed of a plant's growth?"
Plant "A"- is from a seed and gets morning sun & Plant
"B" is a 3 inch sprout and gets afternoon sun
On the student graph, label X Axis (horizontal) the
"weeks" and label Y Axis (vertical) the height in inches.
Leandra measured her plants once a week for 8 weeks.
The height in inches is listed below.
 Plot these data points:
o Plant "A" Morning Sun: 1, 2, 3, 4, 5, 6, 7, 8
o Plant "B" Afternoon Sun: 3.5, 4, 4.5, 5, 5.5, 6, 6.5, 7
4. After plotting the points, have your student use wiki stix
to connect the braille dots to see the growth trend.
5. In order to find the growth trend which we will plug into
our simple linear equation, students must identify the
Rise/Run. The Rise is the "vertical change" and the Run
is the "horizontal change."
 First we examine the growth over time which is the "rate
of change." Have your student measure the Rise/Run. The
Plant A has a faster rate at 1/1 instead of 1/2 (Plant B).
 Next look at the intersection of the two lines. This is how
we can analyze the rate of change. At the intersection, both
plants are 6" at 6 weeks (6,6). Plant A is growing faster and
Leandra can conclude that the time of day can be a primary
indicator of plant growth.
6. With this example completed, come up with a real world
example with your student to graph such as comparing
how fast your student grew compared to their sibling.
Your student could come up with hypothetical numbers
for his/her graph.
Problem set for this lesson was adapted from Learn Zillion's
"Comparing relationships between quantities using linear
models."
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Scientific Notation and

Astronomy
Compose and decompose whole numbers up to 999.
 Ability to use the Internet for research
Materials
Black hole absorbing light

 Computer Access
 Information about Black Holes can be found
at http://www.ducksters.com/science/black_hole.php
 Information about the Milky Way Galaxy can be found
at http://www.universetoday.com/22285/facts-about-the-milky-
way/
 The following article from the New York Times can be
used to extend the lesson and learn more about Black Hole
research: http://www.nytimes.com/2015/06/09/science/black-
hole-event-horizon-telescope.html?ref=space&_r=0
 New Biggest Prime Number
Procedure
 Scientific
NotationWiththe student review the following
vocabulary: scientific notation
 Review with student the reason using scientific notation
is important. (It lets us write very large and very small
numbers without using a lot of zeros.)
 Together with the student try changing a large number
into scientific notation. For example, the mass of Pluto is
1,250,000,000,000,000,000,000,000 Kg. What will this look
like in scientific notation? (Answer: 1.25kg x 1022)
 Provided the student understands this concept, have
them independently change the mass of the Moon from
7,390,000,000,000,000,000,000,000 into scientific notation.
 The student should complete the Scientific Notation
Worksheet using the media of his/her choice. (Question
number 5 could be completed as a homework assignment or
to continue the lesson onto another day.)
Variations
For a quick and easy review of scientific notation watch the
following YouTube
video https://www.youtube.com/watch?v=WwmJ5nMmigQ this
can be done with the student as an introduction to the lesson
or just as a review for the teacher.
O&M Geometric Grocery Store
Scavenger Hunt
By Wendy Patrone-M... on Apr 24, 2017
Students will apply geometric concepts in modeling

during an O&M scavenger hunt in a grocery store.
Materials
 Pre-made grocery list
 2D and 3D representations of geometric shapes
 Wheatley's Diagramming Kit
 Audio recorder or other note taking methods
Procedure
1. Compile a list of geometric shapes and review their
properties with the students.
2. Brainstorm with the students and have them compile a
list of possible items commonly found in the grocery
store that can be compared to the geometric shapes.
(Ex. cans = cylinders, oranges = spheres, Toblerone
chocolate = triangular prism, box of crackers = cuboid,
Brie cheese = triangle, etc.)
3. Make a shopping list with student.
4. Travel to supermarket by foot or by using local public
transportation. (Provides several opportunities for O&M
instruction or reinforcement of skills - cane techniques,
bus travel, maps, crossing streets, parking lots, store
familiarization, etc.)
5. At the supermarket, travel with student to various
departments to search for the products. (Provides
practice with low vision devices, scanning, tactile
discrimination, cane techniques, soliciting assistance,
etc.) Take the Wheatley's diagramming kit along and/or
the 2D/3D shapes with for comparison.
6. Have the students take notes as they shop and provide
descriptions (ex. The box of crackers is shaped like a
cuboid; the Toblerone chocolate bar is a triangular prism,
etc.)
7. If working in conjunction with the ELA teacher, the
students will write sentences using the shapes and
products with similes and metaphors and turn into the
teacher.
Variations
This lesson could be shared with the ELA teacher for a lesson
on figurative language. The geometric shapes could be
incorporated into similes and metaphors based on the lesson.
More Precise Definitions of Parallel

and Perpendicular
By Marilyn Mears on Apr 24, 2017
This lesson uses algebra to prove that given lines are
parallel or perpendicular. It also gives students a more
precise definition of parallel and perpendicular.
Students will use slope to show that 2 lines are parallel

or perpendicular.
 Students need to use correct Nemeth symbols for

parallel ( ed L) and for perpendicular (ed P)
Materials
 Teacher could present a simple street map and ask
students to find a street perpendicular or parallel to a given
street.
Procedure
1. Using magnetic strips on a white board have students
show parallel lines and give their definition. Then show
perpendicular lines and give definition.
2. Now students will work on a more precise definition. Plot
these equations on a graph board, braille/black lined
graph paper, or on the Orion TI-84 Plus Talking
Graphing Calculator.
a. y = 2x + 3
y = 2x - 6
b. Have students tell if these lines are parallel or

perpendicular and explain their answers.
c. Now plot these equations: y = 2x + 3 and y = -

1/2x + 6
d. Have students tell if these lines are parallel or

perpendicular and explain their answers. If using a paper
graph, use a print or braille protractor to measure the
angles where the lines intersect.
e. Find the slope for all equations. Have students

tell what they notice about the slopes of the parallel lines
and then about the perpendicular lines.
f. Add this to the definition of parallel and

perpendicular lines. Parallel lines have the same
slope. Perpendicular lines have slopes which are
negative reciprocals.
Properties of Various Angles
By CQueen on Apr 24, 2017
Students will be able to define and identify

supplementary, complementary, adjacent and vertical
angles.
 Use of Braille protractor

 Tactile Exploration
 Knowledge and understanding of 180º and 90º angles
Materials
Click to viewAPH Graphic Art Tape
Click to view product

 APH Feel n' Peel Stickers (numbers or letters)
Click to view product

Procedure
Click to view
1. Student will be given tactile graphics (see pictures) of
various angles.
2. Supplementary angles will be defined- two angles that

equal 180º when their degrees are added together. Tactile
representations will be supplied. These angles can be
touching, or not touching, as long as the degrees add up to
180º.
3. Allow student to measure with protractor and add angles.
4. Allow student to make his/her own tactile representation

using Graphic Art Tape.
5. Complementary angles will be defined- two angles that

equal 90º when their degrees are added together. Explain that
this makes a right angle. Tactile representations will be
supplied. Again, these can be touching, or not touching, as
long as they add up to 90º.
6. Allow student to measure using a protractor and add

angles.
Click to view
7. Allow student to make his/her own tactile representation
using Graphic Art Tape.
8. Supply tactile representation of vertical and adjacent angles

(see picture).
9. Define vertical angles- angles that are across from each

other when two lines cross. They are always equal.
10. Define adjacent angles- angles that share the same

vertext and 1 side.
11. Give various examples and allow student to identify all 4

types of angles using protractor for measurement, and tactile
exploration.
Extension Activity Suggestions (Real

Life Application)
 Give student pizza graphic (thermograph pictured).
Identify and describe different types of angles. Use real
personal-size pizzas to cut and discuss angles.
 Can also cut pancakes to make angles (and eat!)
Variations
 Student should become familiar with the use of a
protractor by making and measuring various angles
 Extend activities to include real life objects (see
suggestions)
Constructing Geometrical
Figures to Scale
By CQueen on Apr 24, 2017
Student will use tactile graphics to compute area of given

shapes and create scale replicas.
 Basic knowledge of properties of specific shapes

 Basic understanding of area
Materials
APH Graphic Art Tape

 APH embossed graph paper
 APH graphic art tape
Procedure
1. Give student tactile shape.
2. Using the squares on the graph paper, have the student
calculate area.
3. Discuss "scale" and give tactile examples of various
shapes (not only geometric shapes).
4. Have the student use graphic art tape to create a scale
replica of the original shape.
5. Use the squares to calculate the area of the new shape.
6. Compare areas of the shapes in relation to scale.
Variations
 Have tactile shapes created beforehand that they will be
reproduced in different
scale.
Click to view.
The Quad Step

By Kate Katulak on May 04, 2017
The goal of this lesson is to further students’

understanding of graphing on a coordinate plane. After
completing the lesson, students should be able to:
 Distinguish between the x and y axis

 Identify the origin
 Identify the four quadrants of a graph
 Plot coordinate points
 Represent the features of a coordinate plane through
body movement and dancing
Materials
 Raised-line graph paper
 Wikki stix
 Western-themed clothing or props such as
cowboy/cowgirl hats (optional)
 A good (or bad!) sense of rhythm
Procedure
1. Before beginning this lesson, students should have at
least an introductory level understanding of the structure
and purpose of a coordinate plane.
2. Begin the lesson by reviewing some key terms including
coordinate plane, x axis, y axis, origin, quadrants, and
positive and negative numbers.
3. Continue the review by placing tactile lined graph paper
on a desk in front of students and helping them to place
wikki stix in the center of the graph to represent the x
and y-axis. Ask them to point to different locations on
the graph, including the axis, four quadrants, and origin.
Use verbal or hand-over-hand assistance if needed.
4. Now explain to students that they are going to use body
movements to represent different areas on a graph while
imagining that the floor is one large coordinate plane.
Explain, for instance, that they will move side to side to
show that an x-axis is a horizontal line and forward and
backwards to show the vertical direction of a y-axis.
5. There are five basic moves to The Quad Step: the origin,
the x-vine, the y-shimmy, the quad lunge, and the
ordered pair. The origin is the starting point for the dance
and represents the center of the graph, where the x and
y axis intersect. Depending on the size of the space,
tactile markers such as a yoga mat, baseball base, or
cardboard cut into a square or circle and adhered to the
floor can be used as a physical landmark to help
students find their starting points (the origin).
6. To begin the dance, students stand with their feet
together at the origin with their hands on their hips.
When the teacher signals, students should “do the
origin” by jumping on both feet and clapping when they
land. They should repeat this move any time they return
to or pass over the origin.
7. The x-vine is a side-to-side step that represents the x-
axis. Students move into the x-vine immediately
following the “origin.” Students begin by stepping their
right foot to their side past their right shoulder. They then
cross their left foot over their right foot (so their legs are
crossed and left foot is to the right of their right foot).
Students continue to the right by repeating these
movements (i.e. outward side step with right foot then
cross over with left foot). The size of the room will
determine how many steps in either direction the
students can move.
Once students have moved as far to the right as their
space allows, they reverse their leg movements to travel
to the left—now students’ left foot steps out past their left
shoulders and their right foot crosses over their left foot.
As they move left they will pass through the origin
(remembering to jump and clap when they have reached
the center) and continue as far left as their space allows.
Once they have moved right and left over an imaginary
horizontal line (the x-axis), students should return to the
origin (again remembering to jump and clap). If students
have difficulty orienting as they step right and left,
consider linking everyone together with a rope or rod
they hold that can be pulled in either direction to prompt
students which way to move. Incorporate arm and hip
movements to the x-vine for students with a greater
sense of body awareness. For example, ask students to
sway their hips and arms to the right and left as they
step to either side.
9. The y-shimmy is a forward and backwards movement
that portrays the y-axis. Here students keep their left foot
planted firmly at the origin, while their right foot steps
forward and backwards to represent the vertical position
of a y-axis. It is called a “shimmy” because as students
step forward and backwards, they rock their arms and
shoulders in a shimmying motion. More specifically, as
students step their right foot forward they bend slightly
forward at the waist and shimmy their arms and
shoulders forward. As their right foot steps behind them
they lean their torso slightly back and again shimmy with
their arms and shoulders.
10. As the name implies, the quad lunge is a lunging
movement into the four areas that represent the
quadrants of a graph. To begin, students simply step
their right foot in front of them and slightly to the right (at
about two o’clock) where quadrant 1 would be on a
graph (top right of the origin). Students then step their
left foot forward and slightly to the left (at about ten
o’clock) and into the space of quadrant two (top left of
origin). Their left foot is then planted behind them and
slightly to the left (at about seven o’clock) and into
quadrant three (bottom left of origin). Lastly, their right
foot is planted behind them and slightly to the right (at
about five o’clock) and in the area of quadrant four
(bottom right of origin).
11. The ordered pair is the final move of The Quad
Step, and demonstrates students’ understanding of
coordinate points on a graph. The teacher calls out any
ordered pair, and students must move to the location of
those points on a graph. If, for instance, the teacher calls
“2,3”, the students will move two steps to the right and
three steps forward. Or, if the teacher says “-1,-4”,
students will move one step left and four steps
backwards.
12. Once students have positioned their bodies in the
locations of the ordered pair, they choose a silly or fun
pose to hold. This move completes the dance!
Variations
 To make the lesson more fun, play square dancing or
other upbeat music while students dance.
 Explain that the goal is to eventually move to the beat of
the song.
 Play the music before teaching students the moves, and
have them clap to the beat so they get a sense of the rhythm.
 You may want to turn off the music while students are
learning the dance moves so they can concentrate and move
at their own pace.
 After teaching each move, resume the music and have
students practice doing what they have learned so far to the
beat of the song.

Functions Accessible


Topics:
a visual impairment
 Materials
 Lesson ideas

 A function is a set of inputs and a set of permissible
outputs where one output is directly related to one input. It is
often compared to a machine where one thing goes in is
directly related to what comes out. Students may start by
learning a function table in early grades but will use this
knowledge through high school.
What are the particular challenges for a student who has a
visual impairment?
 This skill leads to the understanding of linear
relationships. Practice with tactile drawing of input tables and
graphs (single and four quadrant) is essential.
 Nemeth: superscript indicator, baseline indicator, fraction
indicators, radical, index of radical, termination indicator, and
parentheses
 Understand how to graph points, independent vs.
dependent variable
 Know how to set up a table of values
 Know how to read tables and graphs
 Understand a Vertical Line Test
 Calculate slope/rate of change of a line graphically
 Understand the layout of an equation and how to read
tables and graphs
 Distinguish between linear and nonlinear functions
 understand independent vs. dependent variable, the idea
that functions can be modeled in a variety of ways, and how to
read tables and graphs
 Calculate and interpret constant rate of change/slope
from a graph
 Calculate and interpret initial value (y-intercept) from a
graph
 Represent linear relationships graphically
 Understand resources available to draw a graph and
what works best for that student so he/she can draw the
model easiest based on his/her fine motor skills and
knowledge of what would make a graph rise or fall
 Distinguish rate of change within an interval of a function
 Interpret directionality and steepness of the graph of a
function
 Sketch a graph given algebraic context or a scenario
(slope and initial value)
 Create a plausible story given a graph
 Use the concept of function to solve problems
 Understand how to read tables and graphs
 Understand what types of numbers would be used in
different situations
 Understand how a fraction can represent a rate of
change
 Understand how to use a symbolic representation to
make a table of values and graph points
 Understand how to manipulate equations into equivalent
forms and solving equations
 Understand the properties of exponents and percent
 Understand the relationships between functions
algebraically, graphically, verbally, or in tables
Materials
 Tactile graphics for any graphs of a system of linear
equations
 Graph Paper (tactile or bold-line) and tactile dots
 Graphic Aid for Mathematics
 Orion TI-36X Talking Scientific Calculator, notetaker
calculator, or iPad scientific calculator
 Orion TI-84 Plus Talking Graphing Calculator or iPad
graphing calculator
 APH Draftsman Tactile Drawing Board
 Quick draw paper
 Sketch Pad
 Spreadsheet software
Tips and Strategies
 When using graphic calculators, use tactile graphics of
linear and non-linear functions.
 Use the Orion TI-84+ Talking Graphing Calculator to
quickly explore non-linear functions.
 When using tactile graphics, make sure they are
depicting various functions.
 Use the APH Graphic Aid for Mathematics, the APH
Draftsman, or other drawing tools to sketch a function
associated with a scenario.
Lesson Ideas
 Given a function table containing at least 2 complete
ordered pairs, identify a missing number that completes
another ordered pair (limited to linear functions).
 Have students make a table consisting of the number of
items in the independent variable column and the total cost of
x items in the dependent variable column
 Determine the values or rule of a function using a graph
or a table.
 Make the graph or table relevant to real world problems
 The student will need to be explicitly taught how to read
the graph or table
 Describe how a graph represents a relationship between
two quantities.
 Use meaningful examples
 Determine the values or rule of a function using a graph
or a table.
 Make the graph or table relevant to real world problems
 The student will need to be explicitly taught how to read
the graph or table
 Choose problems that relate to a student's interests.
 Number of animals mapped to number of legs, etc.
 Use the concept of function to solve problems.
 Construct graphs that represent linear functions with
different rates of change and interpret which is faster/slower,
higher/lower, etc.
 Identify spots on a graph that are at zero, at a high point,
at a low point, growing, or falling.
Planning a Party Using Function
Tables

x items in the dependent variable column.
Procedure
 Babysitting Function
TableReview Vocabulary with student:
o Function is a relation in which every input is paired
with exactly one output
o Function Tables display the relationship between
the inputs and outputs of a specified function
o Axis of a coordinate plane One of two
perpendicular number lines called the x-zxis and the y-axis,
used to define the location of a point in a coordinate plane
(have graph paper to aid in review), x-axis the horizontal axis
in a coordinate plane, y-axis the vertical axis in a coordinate
plane
o Linear Relationship is a relationship that describes
the relationship between a Variable and a Constant which will
form a straight line on a graph
 With the student review and complete "The
Babysitting Function Table" using the students media of
choice to record the answers.
 If the student has difficulty understanding the concept of
a function table it can be explained by relating it to a
toaster. (see above other tips & strategies)
 Once the student is comfortable with completing the
function table explain that he/she will be using function tables
to help plan a
party.
Function Table and Planning a Party Worksheet
 Using the Function Tables and Planning a Party
Worksheet attached have the student work independently,
assisting only as needed.
 After the student has completed the pre-made
worksheets, as part of the assessment, have the student
consider what else might be needed and create another
function table - or consider a per unit cost of each item
(balloons, cupcakes and pizza) and calculate what the party
will cost using a function table. The student should make the
choice.
Variations
If the student is having difficulty understanding the concept of
a function and function table, relate it to a machine like
a toaster. Bread is put into the toaster, the toaster gets to
work and toast comes out. Then move onto simple functions
machines like an animal machine. Figure out animals and
number of legs. 1 cat = 4 legs, 2 cats ? legs, So when 1 cat
goes into the function machine 4 legs come out, when two
cats go in how many legs come out? Then turn the function
table around, giving student the number of legs and ask how
many cats.
baby sitting function table.doc, function tables and
planning a party worksheet.doc
Investigating slope with Legos - Part 1


representing the ratio in the form of y/x
This lesson will be in two parts - one investigating slope
by building lego staircases and determining the slope
and then by using two different sized triangles to
understanding the proportional relationship.
Materials
 Graph paper either raised or bold lined
 Markers, dots, and/or tape to mark coordinates and lines
on graph paper
 Legos
 Large Print or Braille Ruler
Click to view
Procedure
 Review vocabulary with student: y intercept, x and y
coordinates, slope, right triangle, y intercept, rise and run
 Review with the student the formula for slope y = mx+b:
y = y coordinate, m = slope, x = x coordinate, b = y intercept
 Brainstorm with student real life examples of
slope. Some examples might be a roof, accessible ramps, ski
slope, highway. If you have examples around your school
building create a scavenger hunt. (Examples could include
staircases, ramps in the building, seesaws, ramps used in
science class, slides.)
 Next the student will build a scaled staircase with
Legos. Each riser should be the same size.
 The student should build several different staircases. By
building them different sizes and making some steep while
others are more shallow the student should be able to notice
that the slope is different. NOTE: This must be a proportional
relationship rise to run, e.g. 1 up, 2 across.
 The student will be able to confirm that the slope is
different in each staircase by plotting them both onto graph
paper and solving for slope.
 With the student, identify the length and height of the
staircase, plot the points on graph paper, and connect the
points making a triangle. Again the staircase must be plotted
using the same proportional relationship used for creating the
staircase. Draw the the slope line so that it travels through
the Y Axis. This will become the Y intercept. (See y =
mx+b example)
 Together with the student choose one set of coordinates
along the slope line and using the formula y = mx+b solve for
the slope. Use the media of student choice.
 Provided the student understands how to solve for slope,
have the student choose one more set of coordinates along
the slope line and using the formula y = mx+b solve for slope
independently. The slope should be the same as it was for
the first set of coordinates.
 Save all work to use in the second part of this lesson.
Investigating Slope with Legos - Part

2: Using Triangles
This lesson will be in two parts - one investigating slope
by building lego staircases and determining the slope
and the second by using two different sized triangles to
understanding the proportional relationship. Click
here to see Part 1.
Materials
 Graph paper either raised or bold lined
Click to view
 Markers, dots, and/or tape to mark coordinates and lines
on graph paper
 Legos
 Large Print or Braille Ruler
Procedure
 Review vocabulary with student: y intercept, x and y
coordinates, slope, right triangle, y intercept, rise and run
 Review with the student the formula for slope y = mx+b:
y = y coordinate, m = slope, x = x coordinate, b = y intercept
 Review with the student that slope is equal to rise/run.
 If this needs further explanation or pratice, use graph
paper and draw a line with a slope of 3/4. 3 = rise, 4 =
run. For every 3 moves along the y axis, there should be 4
moves along the x axis.
 When student is confident in solving for slope, have
student complete Find the Slope worksheet. Two different
triangles are highlighted. The student should calculate the
slope for both triangles using the media of their choice. (The
slope should be the same for both triangles)
Variations
 Online games can be found
at http://www2.gcs.k12.in.us/jpeters/slope.htm
 Students will need the opportunity to practice using the
slope formula. If your student struggles some with this, use
the above online game to help.
find the slope.pdf
Hockey Geometry
By Wendy Patrone-M... on Apr 24, 2017
This lesson is adapted from "Science of NHL Hockey:

Hockey Geometry" on nbclearn.com.
(http://www.nbclearn.com/nhl/cuecard/56922) Student
can learn more about different geometrical shapes in the
world of hockey by visiting a hockey rink for a guided
tour or by examining a tactile diagram. Students will be
able to identify the following during a tour of a hockey
rink or on a diagram of a rink: circle, radius, quadrilateral,
parallelogram, rectangle, semi-circle, trapezoids,
cylinder, angles (obtuse, acute, and right)
Materials
 Video Clip: "Science of NHL Hockey: Hockey Geometry
(http://www.nbclearn.com/nhl/cuecard/56922) - may need to
provide video description Computer or iPad to play video clip
 Diagram of a hockey rink (for the lesson or to preview a
lesson at the rink) - www.starrinks.com has a great diagram
used for marking the ice that includes the dimensions of the
different areas of the surface
 Wheatley's Diagramming Kit (to use in the classroom
during the introduction or to take to the rink to reinforce
concepts during tour)
 Basic human guide technique lessons for any coaches or
players who serve as guides at the rink
Procedure
1. Review the following geometry terms: circle, semi-circle,
radius, angles, cylinders, parallelogram, rectangle,
quadrilateral, trapezoid, angles (acute, obtuse, and right)
2. Provide students with a tactile diagram of a hockey rink
highlighting the areas of the rink that have the geometric
shapes.
3. Let the student examine a hockey puck and a hockey
stick to model a cylinder and an obtuse angle.
4. If available in your area, take your student to tour a
hockey rink. Enlist the help of players and coaches to
provide your students with a tour of the areas outlined in
the video. Players can also explain/demonstrate
concepts of angles that they use when taking shots at
the net.
5. Plan a field trip to a hockey game and have them bring
their tactile diagrams along so they can follow play on
the ice. Students will also have practice ascending and
descending stairs without rails, finding seats in a venue
with row seating, soliciting assistance, etc.
Variations
 O&M - Surface Change: This activity provides students
with the opportunity to experience walking on ice (surface
change).
 O&M - Ice Cleats: If permitted by the rink, students can
give their ice cleats a trial run during their tour in preparation
for inclement weather.
 O&M - Row Seating: At the rink, students can be
provided with instruction on how to locate their seats, how to
enter and exit the row of seating, etc. Play the role of the
usher so students can practice soliciting assistance when
searching for their seats in a setting like a rink or a concert
hall.
Using arrays to model division and

find equal groups
By CCSS on Apr 24, 2017
This lesson is designed to teach students to use arrays to
model division and find equal groups. There are a number of
barriers to this for students who are blind or visually impaired,
including some of the following:
 math being such a visual subject
 accessibility of materials
 materials needing to be adapted
 many examples in student texts and workbooks are
meant to be visual and braille versions can be (and have
been) confusing
 student is provided a copy of the notes, but what is
written on the board isn’t always on the notes
 knowledge of place value
 solid understanding of multiplication facts 0-10
 understand and be able to use the distributive property
 understand and be able to use a multiplication table
 recognize patterns on a multiplication table and in
multiplication facts
 describe patterns
 creating equal groups
Materials
 APH Grid Board
 Dycem
 Draftsman
 Work trays
 Manipulatives
Procedure
Access to this lesson can be provided using some of the
following strategies:
1. Use assorted manipulatives instead of making pencil

drawings
2. Put manipulatives on a Grid Board
3. Use a MathWindow
4. Use adapted multiplication table
5. Use a Draftsman
6. Use a hundreds chart
7. Dycem to keep materials from slipping
8. Work trays to keep track of materials
Variations
Functional skills can be incorporated into this lesson,
including:
 working together
 problem solving
 reading/following directions
 listening skills
 cooperation
 asking for help when needed →to clarify directions, when
task is unclear, when there is misunderstanding
Graphing Equations with Students

with Visual Impairments
By ting.siu on Apr 24, 2017
 Have students walk across the room, and then determine
how their own physical movement translates to a graph.
 Then link that back to a distance x time sort of equation.
 Understanding of how to graph points
 Positive and negative concepts on a number line and
axis on a graph
Materials
 whiteboard
 ipad with camera feature
 Evernote app
 bold-lined graph paper
 Onscreen graphing calculator rather than a physical one.
Procedure
1. Provide large print, high contrast graph paper, and allow
use of pens instead of pencil.
2. Email, classroom observation, 1:1 meetings, follow up
with resource teacher (case manager)
Variations
 Classroom teacher will consistently provide tests/quizzes
in large print with extra time, and allow use of pens and bold
lined paper.
 Incorporate functional skills, such as use of visual
landmarks, visual aids.
 Discuss with student ideas of working efficiently, using
different tools to accomplish that, and how to make smart
decisions to improve understanding and performance.
Where Did That Paycheck Go?

 Lesson on pluses and minuses. Use one item to
represent positive and one negative. Use one side of board to
add and one to subtract. Discuss how credits can be positive
items and debits can be negative and what happens when we
add and subtract each.
Materials

Checkbook from APHIf
you choose you can order a
practice checkbook through APH.
 Money Matters Worksheet
 Addition and Subtraction Worksheet
 Check Register Sample
 Check Register Worksheet
 Check Register Spreadsheet
Money Matters
Addition &
Subtraction Worksheet
Check Register Sample
Check Register Worksheet
Check Register Spreadsheet

Procedure
 Review vocabulary with student: debit, credit, positive,
negative, plus, minus, checkbook, register, purchase, deposit,
paycheck,
 Brainstorm with the student the importance of keeping
track of their money - to assist you can use "MoneyMatters
Worksheet" to help jumpstart the conversation. (If this
lesson is one on one have the student write the answers using
the media of choice in bullet format, if the lesson is being
done with a class make a list on chart paper or on a
whiteboard)
 If the student needs help coming up with ideas of why it
is important to keep track of money the first 4 minutes of "I
Love Lucy - The Business Manager" gives very concrete
examples. Use the following link to access the YouTube
video https://www.youtube.com/watch?v=lIf008L1lu0
 Using the "Check Register Sample" worksheet review
with the students the different components of a check
register.
 After the student understands the components of the
check register complete the "Addition and Subtraction
Practice" Sheet using the students choice of media. As
needed the student can use a calculator, math window,
brailler, abacus, Perkins Brailler, or pencil and paper to
complete the worksheet.
 Provided the student is confident with addition and
subtraction have the student complete the "Check Register
Worksheet" completing the Register and determining the
balance in the checking account after paying the bills using
the students media of choice.
 After the student has completed the "Check Register
Worksheet" discuss the benefits and the problems that might
occur by keeping or not keeping track of bills in a check
register. The student should complete a list using his/her
media of choice.
Variations
 This is a good opportunity to practice the skill of check
writing and completing a deposit ticket with the student
 Extensions can be made by taking a trip to the bank,
exploring the ATM machine, and meeting with a bank
manager
 Extensions can be made that investigate the cost of rent,
telephone, electric, television, transportation and food
 Some people keep a check register
electronically. Attached is an Excel spreadsheet "Check
Register Spreadsheet" which can be used if the student is
familiar with Excel.
moneymatters worksheet.doc, Addition and Subtraction
Practice.doc, Check Register Sample.doc, Check
Register Worksheet.doc, Check Register Spreadsheet.xls
Seeing Structure in Equations Using

Food
Students will be reinforcing their knowledge of patterns

and structures that lead to algebra equations.
Procedure
When working one on one with a student on learning how
to interpret structure in algebra expressions teachers can
use real life examples to illustrate what the
eAlgebra's Reasoning with Equations
and Inequalities
Student will learn about how we graph equations with

two variables in order to compare which real life problem
will work better.
Procedure
In this lesson, student will compare two equations using a
hypothetical bake sale. This lesson will help reinforce algebra
lessons for students working in high school math courses. It
will help TVIs practice using spreadsheets to reinforce math
concepts and solving problems involving inequalities and
reasoning using mathematics.
1. Questions to get started:
 What will work better, selling products at a bake sale at a

lower price or higher price?
 What are the factors to consider when developing a
scenario for each possibility?
 What would be the most effective route for your bake
sale if you are hoping to raise $500, and why?
2. Using two spreadsheets, layout the problem in both ways,
i.e., selling many items at lower price to reach $500 or selling
higher priced items to reach $500. Have your student write a
narrative for both sides and way the pros and cons for each
scenario.
3. Ask your student what equation he/she could use to

compare the two scenarios? What would be a quick way to
explain this problem mathematically? Have your student set
up the equation to represent both potential scenarios as if
he/she was explaining it to someone much younger.
 For example, if the bake sale was stocked with 20 cakes,

x= price per piece and 30 bags of cookies at y=price per
bag, the equation would be: 20(x)+30(y)=500. If your student
wanted to see how to make their goal faster or how it would
be effected by price or quantity of baked goods, he/she could
adjust numbers of the above equation to come up with
scenarios. This would be a mathematical way to plan supplies
and fundraising using a bake sale.
4. Have your student graph two different scenarios using their
spreadsheet and tactile graph paper.
Introducing Negative Numbers

By Vicki M. DePountis on Apr 24, 2017
Introducing negative numbers: Student will subtract

integers to get a negative result.
Addition and subtraction of positive rational numbers
where result is < =0.
Materials
Students can make visual number line or Braille number line.
Visual number lines can be made on large strips of card stock,
at least 14” long. Place numbers every 1/2 inch to get at least
+/- 14 on each side of the middle. Braille number lines are
available through APH or can be made using glue, wiki sticks,
or a Perkins brailler.
Procedure
1. Using braille number lines, have students establish
“zero” by finding the origin.
2. Explain that adding means moving to the right on the
number line. Have students add several integers by
counting and share their answers.
3. Explain that subtracting means moving to the left. Have
students subtract several integers by counting to the left
and share their answers.
4. Provide examples where the answer leads to “0.”
5. Provide examples where the answer leads to negative
number.
6. Discuss the meanings and applications of negative
numbers. In what types of problems would they be
relevant? Examples: money (IOUs), temperature,
above/below ground.
7. Have students solve problems where the starting number
is positive and result is negative, where the starting
number is negative and the result is positive, and where
the result is zero. Have students complete similar
operations with simple fractions and decimals.
** Independent living skills may be addressed when topic is
applied to temperature and spending.
1. Using an example equation from a student's math class,

have him/her look for patterns to see which terms can be
combined into single terms. For braille users, operators that
have horizontal dots in a single braille cell are addition and
subtraction, both with dots 3 and 6. Terms or numbers
repeated by addition or subtraction symbols cannot be
combined.
 If your student needs added practice, he/she can

practice using tactile symbols for combining terms. For
example, a square next to a triangle can make 1 single shape.
That would be a term. A square next to a circle cannot make
one single shape. That would be an expression.
2. After initially discussing these ideas and practicing using
tactile symbols, a student could practice using food. For
example: separating a single loaf of bread into several pieces
of bread can be a way to think of several different terms.
Adding items like sandwich bag to stand for parenthesis and
additional ingredients can stand for additional terms.
Adding and Subtracting Positive and

Negative Integers
By Vicki M. DePountis on Apr 24, 2017
Addition and subtraction of positive and negative
integers
Materials
1. 2 sets of 10-20 visually and tactually different tokens.
Several MathBuilders kits, like Unit 1 have textured
shapes. Other alternatives are:
o 20 pennies and 20 quarters
o 20 Jacks and 20 marbles
o 20 small felt circles and 20 pennies
o 2 quadrant work boards.
2. For visual learners, a large piece of oak tag or card
stock, at least 14” x 8,” divided into 2 7” x 8” areas with a
thick solid line.
3. For tactual learners, a work-play tray with a 2 part divider
(APH). Cookie sheets and velcro boards work as well
and will keep magnetic or velcro tokens in place. Divide
with thick glue, pipe-cleaners, a pencil...
Procedure
1. Using the 2 quadrant work board, have students
establish “zero” by asking students how many tokens are
on the board. Explain that the right quadrant is the
positive quadrant, just like on the number line. The left is
the negative, just like on the number line. Establish
which tokens will be “positive” and which will be
“negative.” Explain that only the positive tokens can go
on the right or positive quadrant, and the negatives must
go in the left or negative quadrant.
2. Explain that adding means placing tokens on the board.
Have students place a different number positive tokens
on the right side. After each placement, ask them the
“value” of their board. For example, “Place 7 positive
tokens (+7) on the board. What is the value of your
board?”
3. Have students add 5 positive tokens to the 7 tokens on
their board. Ask them the value of their board. (+7) +
(+5) =
4. Explain that subtracting means “taking away” from the
board. Have students take away various numbers of
positive tokens. After each subtraction, ask them the
value of their board.
5. Have students place 7 positive tokens on the board. Ask
them to take away or subtract 5 of them. Ask them to
subtract another 2. What is the value of their board? (+7)
- (+5) - (+2) =
6. Have students place 5 positive tokens on their board.
Have them take away 7 positive tokens .
7. (+5) - (+7) = Discuss what happens. How can you
represent the value? Introduce the negative token.
Students will need 2 negative tokens on the left or
negative side of the board to represent the value “-2.”
8. Practice subtracting to a negative result. Make sure they
record the mathematical expression and result for each
example. Braille readers can pair up with another
student. The braille reader can record each problem with
slate and stylus on an index card while the student with
vision writes the same problem on the back side of the
card. (+5) - (+7) = (-2)
9. Ask students how you might add negative 2 to the board.
For example, if they have 5 positive tokens and are told
to add 2 negative tokens, what is the total value of the
board? If they have 3 positive tokens and are told to add
9 negative tokens, what is the value of the board? +3 + -
9=
10. Ask students how they might take away -2 from the
board:
o Students will then examine all the problems they
have been computing and look for patterns.
o What happens when you add a positive tokens to
another number of positive tokens?
o What happens when you add a negative tokens to
another number of negative tokens? What happens
when you are adding positive tokens and negative
tokens? When is your total value positive and when is it
negative? What happens when you take away positive
tokens from positive tokens? What happens if you take
away negative tokens from positive tokens? What
happens when you take away positive tokens from
negative tokens? What happens when you take negative
tokens from negative tokens?
** Independent living skills may be addressed when topic is
checking accounts. What does using a debit card do? What
does getting a refund do?
What is a statistical question?

Recognize a statistical question as one that anticipates

variability in the data related to the question and accounts for
it in the answers. For example, “How old am I?” is not a
statistical question, but “How old are the students in my
school?” is a statistical question because one anticipates
variability in students’ ages.
Materials
 Statistical Question Worksheet
Procedure
 Click to download

 Review vocabulary with student: variable, statistic,
survey, data, categorical data, numerical data
 Review with the student the difference between a
statistical question and one that does not rely on the collection
data to answer. Start off with easy questions; Non-
Statistical: What is your favorite pizza?; Statistical: What
type of pizza is the favorite among your classmates?
 Using the above two questions investigate with the
student how they are different (one is a single answer, the
other requires the collection of data to answer).
 Brainstorm with the student two more examples of each
type of question.
 If the student is successful in understanding the
difference between the two types of questions then he/she
should, using media of their choice, write one of each type of
question.
 Provided the student is successful, have the student
complete the Statistical Question Worksheet.
statistical question worksheet.doc
Probability Using Tactile Spinner

Student will learn about probability of an event occuring
using multiple materials. This lesson will also reinforce
probability math concepts for students using tactile or
high contrast media.
 Understanding probability close to 1 means very likely

 Able to determine probability of a chance event and use
probability to predict relative frequency
Materials
 Braille or high contrast spinner
 Bag with three kinds of textured objects
 Three quarters
Procedure
This lesson will help reinforce probability concepts. If your
student is working in a general education classroom, 7th
grade is the first time probability is coming up in the CCSS
and this lesson will provide an opportunity for your student to
practice using math materials specific to his/her learning
needs. Teachers should have an example spinner created,
either high contrast or braille spinner, showing unequal parts.
Steps:
1. What is the probability that the spinner will land on the
green section?
2. We will be calculating the probability of an event by
creating a ratio. Students can use scratch paper with the
spinner to hypothesize the ratio of each probability.
3. Do some example ratios with shapes or objects that
students can do independently. For example, set out five
textured shapes or high contrast shapes, have student
identify the ratio of shapes depending on what is asked,
i.e., what is the ratio of purple stars to total stars? Or
what is the ratio of squares in this group of circles and
squares. Students will need to count the total number
and then put the group number in the numerator.
4. Remind students, a common mistake when setting up
probabilities is that every event must have an equal
probability of occurring. Take a look at the spinner you
have provided. Are there equal sections?
5. The definition of probability is: the likelihood that a
certain event will take place. Brainstorm times where
someone uses probability in their everyday life? An
example might be when we check the weather report
and weigh the chances of rain. Give some examples of
rain probability to find out whether your student would
bring an umbrella or raincoat?
o A probability equation is set up: P(A)= which means
probability of "A" over the total possible outcomes.
6. Using the example spinner divide it into equal parts with
your student, then set up the equation of parts having a
consistent total number. Do some example problems
together.
o Have your student figure out the ratios for the
different categories presented by your spinner.
7. Extension activities, once your student has completed
the spinner ratios, have him/her do some extension
activities. The first problem can be done together. Using
your bag of textured objects, ask your student a word
problem connected to your objects. For example, If John
has a bag of objects-- 3 circles, 5 squares, 2 triangles
and 4 hexagons, what is the probability he will choose a
square or a triangle?
o Go through the problem together. Steps: add up all
the objects, set up the probability ratio by adding
triangles and squares, then create the ratio- 7/14= 1/2.
Try out the activity by shaking the bag and letting one
spill out per trial.
8. Other possible extension activities: using a tactile
number cube to create probability ratios for rolling a
particular number or flipping a coin. Try each activity with
your student recording the results of 25 or more rolls or
flips. Compare the experiment ratios to the probability
ratio.
*Problem set adapted from Learn Zillions 7th Grade
probability unit.
Variations
*When using the braille or high contrast spinner, teachers
should create an example one with unequal proportions.
Students will use this spinner to go through the steps of
creating a common denominator in order to determine the
probability.
Interpreting Data - Finding Clusters

and Outliers
 Construct a graph or table from given categorical data

and compare data categorized in the graph or table.
 Reviewing data on a graph along the x/y axes
 Ensure that student understand the abbreviation "K"
stands for thousands - this only pertains to information found
in the Clusters and Outliers Graph
Materials
 Graph paper - either bold or raise lined
 Markers - bold, dark or high contrast,
 Dots or other tactile marker for the graph paper.
Procedure
 Review vocabulary with student: clusters (Occuring
closely together), line of best fit (LIne of a graph showing the
general direction of a group of points) , x-axis, y-axis, scatter
plot (a graph where two variables are plotted on the x and y
axes), outlier (values that lie outside the other values).
 Using the attached Identifying Outliers and Cluster
Graph review with the student the x and y axis along with the
values, clusters, line of best fit, and outliers.
 Once the student is confident that they have identified
the clusters, outliers and line of best fit the student, using their
media of choice, should complete the questions found on the
Analyzing Data Education Vs. Income worksheet
 For additional practice use the Law School Candidates
Prep Time Worksheet and the Law School Test Prep
Graph for the student to create a Scatter Plot Graph
 Once the graph has been completed, the student should
identify the clusters, outliers, and line of best fit.
 Provided the student is confident have them complete
the questions found in the Law School Candidates Prep Time
Worksheet as part of the assessment. The student should
complete the worksheet using their media of choice.
Law School
Candidates Prep Times and Test Scores
Law School Test Prep Graph
Analyzing Data
Education Vs. Income worksheet
Variations
 For the graph exercise in Income vs. Education use
whichever graph is best suited to the student; either the graph
Identifying Clusters and Outliers or Clusters and Outliers
 Although there i a specific formula for determining if an
outlier is mathematical certainty this lesson only want the
students to ascertain that the outlier is decidedly outside the
cluster.
Identifying
Clusters and Outliers
Clusters and Outliers
CVI_Teacher.png, identifying clusters and outliers
graph.doc, Law School Candidates Prep Time.doc, Law
School Test Prep Graph.jpeg, Clusters and Outliers.jpeg
Using Statistics to Interpret

Categorical and Quantitative Data
Student will increase understanding of how we use

statistics to interpret numerical data (quantitative) by
using a real world example and tactual media.
Procedure
For this lesson, using a real world topic to intrepret data on a
simple tactile graph will help reinforce these skills in a
student's math class. An example is presented below that
could be used to illustrate how to compare two frequency
distributions.
1. Twenty-one heavy smokers compared to twenty-one

non-smokers. The two groups were put on a treadmill at
the fastest setting and the time in seconds was measured
until they fell off from exhaustion.
Group A (Smokers):
18,16,18,24,23,22,22,23,26,29,32,34,34,36,36,43,42,
49,46,46,57
Group B (Non-smokers): 120, 95, 95, 95, 160, 160,
200, 250, 100, 100, 200, 220, 250, 250, 95, 100, 200,
250,300, 200, 250
2. Using Talking graphing calculator compute the mode,
median, mean
3. Using braille graph paper, layout the numbers in order

to figure out the upper and lower quartiles, range and
interquartile range
4. Create two simple tacile graphs using braille graph

paper to compare the interquartile range of Group A and
Group B
5. Discuss the various strategies used to compare these

two groups.
For example, when we use mean how is it effected by
extreme numbers on the top or the bottom of the set? Or,
Does the median give us an accurate estimate of how well
Group A performed or Group B performed? How can a tactile
graph of each average finding give us information to use when
comparing these two groups?
*Problem set modified from Andy Fields, Discovering

Statistics Using SPSS (2009).
The tactile bar graph is used with the permission of Gwyn
McCormack and Positive
Eye. Visit: http://www.positiveeye.co.uk/
Understanding the
Relationship Between 2-D
and 3-D Shapes
By Charlotte Cushman on Apr 24, 2017
The goal of this activity is to help students with visual
impairments to understand the relationship between two-
dimensional figures and three-dimensional figures. This
activity builds on prior knowledge with 2-dimensional figures
and 3-dimensional figures and differentiates between the
characteristics of right rectangular prisms and right
rectangular pyramids. Students will also compare the
attributes of right rectangular prisms and right rectangular
pyramids.
Procedure
1. Invite the students to examine 3-dimensional shapes and
identify each of them. Begin with basic shapes, such as a
sphere, cube, and pyramid.
2. Ask them to make the same shapes out of playdoh.
3. Slice the playdoh into 2-dimensional pieces and ask the

students to identify the shapes. Discuss the ways in which a
cube becomes a square, a sphere becomes a circle, and a
pyramid becomes a triangle.
4. Use APH Geometric Forms to match the 3-dimensional to

the 2-dimensional shape.
5. Use Wikki Stix to create tactile outlines of different
shapes.
6. Ask the students to describe the relationship between the
three-dimensional shapes and the two-dimensional shapes.
2-Dimensional Representations of 3-
Dimensional Objects
By Maureen M. Lewicki on Apr 24, 2017
A. Students will identify the parts of a two dimensional
tactile graphic of a rectangular prism.
B. Students will identify the parts of a three dimensional

rectangular prism.
Rationale
Students of the 21 century are daily exposed to 2
dimensional representations of three dimensional
objects. The common core standards include presenting
students with two and three dimensional objects.
Use of three dimensional objects is always preferable to

the two dimensional representations, but with direct and
purposeful instruction, a blind student can access the
dimensional representations with understanding. Giving
direct and purposeful instruction to a braille reader
prepares them for accessing tactile graphics with ease
as well as the deeper understanding of what the
graphics represent.
Materials
 Rectangular box
 Tactile graphic of a three dimensional image of a
rectangular prism
Procedure
1. Present the student with the rectangular box, and give
them time to explore it. 2. Encourage using both hands to
explore the box 3. Ask them to describe what they notice,
leading them in a discussion with some of the following
questions:
 What is the shape of the short side of the box?
 What is the shape of the long side of the box?
 What is the shape of the top and bottom of the box?
 Does the shape of the sides change, if you move the box
to various positions? If they are unsure, encourage them to
turn the box in several ways, and have them examine the
sides. This is an important concept, because in the two
dimensional graphics the sides of a rectangular prism are
parallelograms, because the eye needs the sides to change
shape in order to show depth. It is important for them to
understand the shape of the rectangular prism, in two
dimensions, does NOT change.
 Ask the student if they can feel the inside of the box, and
guide them in understanding that they cannot, unless they
open the box and put their hands in.
 Explain that neither the eye, nor the hand can see the
inside wall of the shape from the outside.
 Demonstrate, and articulate as you are demonstrating,
that you are inserting your arm into the hole on the short sides
of the box. Explain to the student that you are inserting your
arm into the box and reaching to the back of the box, in order
to feel the inside walls of the shape.
 Allow the student to do that same, guiding their hand, if
necessary to the back of the box, but putting your hand into
the box from the opened top.
 Present the student with a crisp, large, tactile graphic of
a rectangular prism.
 Allow them time to explore.
 Ask them to describe what they see. (Often a student will
notice that the ‘side’ of the rectangle is a parallelogram. They
will notice, or guide them in noting:
 That some lines are dotted and some are solid.
o There is a parallelogram on the side and one on
top.
o There is more than one rectangle.
o Explain to the student that in order to represent
depth to the eye, the rectangle must have a parallelogram on
the side, to indicate that the image is three dimensional.
o Explain to the student that the dotted lines indicate
parts of the box that ‘exist’ but cannot be seen with the eye.
o Allow the student to move back and forth between
the tactile graphic and the three dimension shape to notice
differences and similarities.
o Guide them in feeling the back line of the box, from
the inside, and then the dotted line on the graphic, which
represents the back of the shape.
o Guide them in exploring and comparing the three
dimensional shape and the tactile graphic.
 Follow-up
o Repeated presentation of the solid and the graphic
will help the student remember what the graphic represents,
and will lessen the confusion and frustration of the student
when they are presented with these graphics in a classroom
o Introduce other tactile graphics with solid objects,
similarly prepared in advance.
* This lesson is for: student totally blind, braille reader, audio
learner, advanced academics: however, although a strong
braille reader, tactile images pose a very significant challenge.
The lesson would also be extremely appropriate for a blind or
visually impaired learner, or a learner who has difficulty
learning
concepts
Adding Fractions Using a Cardboard
Circle
Students will learn how to add and subract fractions

using a cardboard circle.
Materials
2 Carboard circles cut into four parts.
Procedure
This lesson will use tactile materials to help reinforce the
concepts of adding and subtracting fractions. Students need
to have a solid foundation in how to add and subtract fractions
and the use of manipulatives will help promote understanding.
These materials can be built upon as information and
problems become more complex. If students need to work on
circles divided into more segments, teachers can modify this
lesson to include circles in 6,8, or 10+ parts.
Steps:
1. Teachers can go over a problem verbally explaining the
parts of the fraction and how we add/subtract fractions
by finding a common denominator. Suggest that you use
a circle with four segments to practice adding and
subtracting fractions.
2. With your student, add 3/4 and 1/2, with the 2 cardboard
circles cut into 4 segments. Three pieces from one circle
represent the 3/4 and the two pieces from the other
circle represent 1/2. Bring the three pieces with the two
pieces with results in a total of five pieces, 5/4. Have the
student reassemble the pieces to create one circle with
one additional piece remaining. The answer to the
problem is "1 circle (whole) and 1/4"
3. Practice this two more times. Ask your student to add 1/4
and 2/4. What does that equal? Next, ask your student to
add 3/4 and 3/4, what does that equal?
4. Once your student reports feeling confident about
addition, use the same circles to go over subtraction.
Ask your student to subtract 1/2 from 3/4. He/she will
remove two of the three pieces being displayed. How
many pieces are left? (1/4). Practice this one more time,
asking your student to subtract 1/4 from 3/4 (= 1/2).
5. To reinforce what you have gone over with the
manipulatives, ask your student to complete a series of
word problems jotting his/her answers down on their
media of choice. He/she can use the circles to help go
through problems with concrete objects.
Word Problems:
 If I am trainng for a race and I run 1/2 a mile today and 1
and 1/2 miles tomorrow, how far will I have run in two days?
 I would like to double a recipe I am using for cookies.
The recipe calls for 1/2 cup of flour, how much would I need if
I want to double the recipe?
 I am on the food committee for the end of the year party.
We have ten students who want pizza. Each student can eat
1/4 of a small pizza which has eight slices. How many slices
total do I need to feed 10 students? How many pizzas do I
need to feed everyone?
Lesson steps adapted from Koenig and Holbrook,

Foundations of Education (2000)
Cooking with Fractions

Student will add and subtract fractions with like

denominators and minuends less than or equal to 1
Student will solve real life problems using daily living

tools
Materials
Measuring cups in 1 cup, 1/2 cup, 1/4 cup, 1/3 cup, 2/3 cup
sizes. Medium sized bowl. Dry matter to measure such as
sand, flour, rice or sugar.
Procedure
This lesson will use common kitchen measuring tools to
reinforce the concept of subtracting fractions from a
whole. The student will need to have a foundation in adding
and subtracting fractions.
Steps:
 Review vocabulary related to fractions - numerator,

denominator, and the vocabulary related to sutraction
- minuend, subtrahend. Teacher can go over a problem by
discussing how many halves, quarters and thirds are in a
whole. Use the measuring tools to help student discover how
this works in practice.
 With student subtract 2/3 from 1. Together, using
the measuring cups discover how 1 = 3/3. Using the 1/3
measure cup fill the 1 cup measure to discover into the 1 cup
measure how many 1/3 cups required. Have the student
remove 2/3 to discover that 1/3 remains. Have the student
repeat the process. The answer to the problem 1 - 2/3 = 1/3.
 Practice this two more times ; Ask the student to subtract
1/3 from 1 (answer 2/3). Have the student explain how they
solved the problem. Next have the student subtract 2/4 from
6/4 (answer 4/4 = 1).
 Once the student is confident, to reinforce the the
lesson the student should complete the word problems using
the media of student's choice to record his/her answers. The
student should use the measuring cups to aid in finding the
solution if required.
Word Problems:
 Maria is making cookies that require 4/3 cups of
flour. She has 1 2/3 cups of flour. How much sugar will
she have left after making the cookies?
 Jessica baked an apple pie and cut it into 8
wedges. She and her two friends ate 3 slices. What fraction
of the pie remains?
 Julie and Ellen each has a snack. Julie has 1 cup of
raisins and Ellend has 1/3 cup of peanuts. What fraction more
of a snack does Julie have?
Variations
As an extension of the lesson the teacher could use a favorite
recipe of the students and work with the student to adjust
amounts in the recipe. If time and space permitted teacher
and student could make the recipe.
Also, the lesson can be adapted to reflect a greater degree of

challenge depending on the students ability.
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Dollars to Cents - A Lesson

in Decimals
A. Student will express fractions with a denominator of
100 as a decimal.
B. Student will compare quantities represented in

decimals in a real world example to hundredths.
Student will solve real-world problems relating tenths

and hundredths to pennies, dollars and fractions of
each.
Materials
 Place Value Mat, Decimal and Fraction Worksheet, .99
Cent Chart and Place Value Cards (which can be printed on
stock paper for future use)
 All Worksheets attached here:
o Place Value and Decimal Worksheet
o Decimal: Fraction Worksheet
o 99 cent chart
o Place Value Cards
 Dollar bills and coins in various denominations (pennies,
nickels, dimes, quarters, half dollars)
 Markers, stickers, or other math manipulative to aid in
counting on the .99 Cent Chart. Some schools have cubes
(=1), longs (=10), flats (=100). If the student uses these they
could help reinforce what is used in the classroom.
Procedure
 Review place value (using the place value mat) with
emphasis on vocabulary - ones, tens, hundreds, decimal
point, tenths, hundredths, thousandths. Remind the student
that there is a place for every number and a number for every
place. Additional vocabulary - numerator and
denominator. Teacher can explain how many pennies,
nickels, dimes, quarters and half dollars are equal to one
dollar and how it is written.
 With student examine the .99 Cent Chart. Explain how
this chart will help to along with the Decimal/Fraction
worksheet will help to write numbers in decimal and fraction
form along with thinking of the amounts in terms of
money. Tell the student you have 23 cents and have the
student fill in 23 boxes of the .99 Cent Chart.
 With the student discuss how this might be written.
Together fill in the Decimal/Fraction Worksheet by going over
each column of the place value portion and determining the
amount that goes in the "Ones", "Decimal", "Tenths", and
"Hundredths" columns (0.23). Then re-write the number in
decimal form (0.23) and in fraction form 23/100. Make sure to
remind the student to always write the "0" before the decimal
point to remind us that this is not a whole number but a
"fraction" of the number.
 Practice this two more times with the amounts 4 cents
and 65 cents. When filling in the 4 cent amount remind the
student that he/she needs to place a "0" in the tenths column
to hold the place.
 Once the student is confident play "Place Value
Challenge" to assess the students ability to remember
amounts go in each column. Print several copies of the Place
Value Cards and cut them out. The student should hold the
cards and you read out a number asking the student to place
the number in the "Ones", "Tenths" or "Hundredths"
column. (This activity can be extended to tens, hundreds and
thousandths if the student is ready).Using the students choice
of media to record answers have the student write the amount
in decimal and fraction form.
Variations
As an extension of the lesson the student could given an
amount in words write it in standard in expanded form. Also
given an amount in numbers the student could write it in
words. Click here for Writing Numbers worksheet.
place value and decimal worksheet.doc, decimal:fraction
worksheet.doc, 99 cent chart.doc, Place Value
Cards.doc, Writing numbers.doc
The Function Machine

A) Student will complete a function table given at least 2

complete ordered pairs.
B) Student will make a function table consisting of a
number of independent and dependent variables.
Student will solve real life problems using a function

table.
Materials
Click to download
Procedure
This lesson will reinforce the concept of a function table and
relate it to graphs.
 Review vocabulary: Function is a relation in which

every input is paired with exactly one output, Function
Tables display the relationship between the inputs and
outputs of a specified function, Axis of a coordinate
plane One of two perpendicular number lines called the x-zxis
and the y-axis, used to define the location of a point in a
coordinate plane (have graph paper to aid in review), x-
axis the horizontal axis in a coordinate plane, y-axis the
vertical axis in a coordinate plane.
 With the student work together on a simple function table
(see attached worksheet for calculating earnings). In this case
the student already knows the given variables and starting
amounts. After the function table is completed have the
student graph the results. Next the student will identify the
missing number that completes the pairs. (see worksheet for
lawyers fees) Again after the function table is completed the
student should graph the results. Remind the student to label
the x and y axis appropriately.
 Once the student is confident, to reinforce the lesson,
have the student complete the third problem on the worksheet
using the media of the student's choice to record the
answers.
If the student has access to a computer the following website
can be accessed for more
practice http://www.mathplayground.com/functionmachine.htm
l. (This site has not been tested with JAWS or any other
screen reader.)
Variations
If the student is having difficulty understanding the concept of
a function and function table relate it to a machine like
a toaster. Bread is put into the toaster, the toaster gets to
work and toast comes out. Then move onto simple functions
machines like an animal machine. Figure out animals and
number of legs. 1 cat = 4 legs, 2 cats ? legs, So when 1 cat
goes into the function machine 4 legs come out, when two
cats go in how many legs come out? Then turn the function
table around, giving student the number of legs and ask how
many cats.
Function Tables.doc
The Power of Ten
Student will compose and decompose whole numbers

up to 999
 Nemeth scientific notation

 Powers of Ten and how multiplication by 10's or division
by 10's affects a number
Materials
 Abacus
Procedure

Click to viewReview vocabulary: Exponent, Base Number,
Scientific Notation, and Standard Form
 With student review how using the power of ten helps in
estimating and epressing very large or small numbers. An
example to use is 3.102 x 102 = 3.102 x 100 = 310.2. An
easier way to solve this problem process is to shift the
decimal point 2 places to the right so 3.102 x 102 = 310.2
(every time you multiply the number by 10 you move the
decimal one place to the right). By writing the problem as
3.102 x 102 we are writing the problem in scientic notation. If
this is clear to the student consider the problem in
reverse. How would the number 4352.7 be written in scientific
notation? The decimal point is moved to the left until it is
between the ones and thenths place. So in the number
4352.7 move the decimal point three places to the left to get
4.352.7. The power of ten in this case is 103. Practice this
two more times with numbers of your choosing. Use an
abacus or a place value chart (copy of chart attached) to
help guide the student.
 Once the student is confident, to reinforce the
lesson, have them complete the attached Powers of Ten
worksheet using the media of student's choice to record
his/her response.
Click to view
Finding Solutions with Exponents
A. Student will identify the meaning of an exponent
B. Student will express area of a sqaure or volume of a

cube using exponents
C. Student will calculate area of a square or volume of a

cube
Students will solve problems calculating area and

volume using exponents.
Procedure
 Review definition of exponent (positive exponent means
repeated multiplication), difference between two dimensional
and three dimensional objects, and the formulas for area (A =
a2) and volume of a cube (V = a3).
 Review with student that 32 (3 is the base 2 is the
exponent) is different from 23. 32 = 3 X 3 = 9, 23 = 2 X 2 X
2=8
 With the student, using a cube as a concrete example,
measure the cube. Measure the length and width. Have the
student calculate the area. Then measure depth. Have the
student calculate the volume. Practice two more times with
cubes of varying sizes.
 Once the student is confident have them complete the
attached Volume and Area Worksheet (below) using the
students choice of media to record the answers.
Click to
download
Variations
Using a Rubik's cube can be very helpful in solving volume of
a cube and area. The student can count the 9 different
colored tiles or feel the 9 different tiles. This would explain
33 or 32.
Volume and Area Worksheet.docx
What is the Volume?

 Students will use the formulas for perimeter, area, and
volume to solve real-world and mathematical problems.
Click to download
 Understand what cones, cylinders, rectangular
prisms and spheres are, including where length, width, height,
and radius are on those figures.
 Relationship between the Value of Pi and the diameter
and radius of a sphere.
Materials
 Can of soup, beans or other cylindric item
Click to download
 Box of pasta, mac and cheese or other rectangular prism
 Ice cream cones, party hats, toy construction cones or
other cone item
 Globe, Christmas Tree Ornament, balls or other
shperical item
 Tape measure, ruler (braille or large print), piece of string
(about 12 inches long)
 Volume Formulas (see right)
Procedure
Definitions: cones, cylinders, spheres, rectangular prism,
value of Pi, circumference, radius, diameter, volume, length,
height, width, base
 Review with student(s) the different objects you have

collected (one of each cone, cylinder, sphere, and rectangular
prism). Once the student is fully able to identify all the objects
choose one item. Starting with the cylinder ask the student to
tell you what they know acount the (can of soup, tomatoes
etc). They should be able to identify the base and the sides
which represent height. Have the student measure the base
and the height recording their answers in the students media
of choice.
 Together, using the appropriate formula, calculate the
volume of the cylinder. Using the Volume Task Worksheet
have the student explain how they determined the
volume. Challenge the student to explain why they are
correct.
 If the student is confident they can move on to the next
object and calculate the volume of the remaining items.
 If further help is needed ask guiding questions such as:
What do you know about the object? What can you
measure? How does this help in calculating volume?
 The Volume Task Worksheet will act as your assessment
and should be completed with time permitting. Encourage the
student to answer in complete sentences.
Variations
 If the student does not understand the relationship
between circumference, diameter, radius and the value of Pi it
can be discovered by having the student measure the
circumference of a can then measuring the diameter the
can. If no tape measure is available us string to measure
circumference then measure that length against a ruler.
 Converesly have the student measure the diameter of a
can with a piece of string and then see that the piece of string
will need to go around the circumference of the can a bit more
than three times.
Pi equals the circumference divided by the diameter. It should
be roughly 3.14
 When calculating the volume of a sphere if the diameter

is unknown have the student measure the circumference then
divide that value by Pi to determine the diameter, then divide
the diameter by 2 to determine the radius.
Extra practice online can be found at the following
website: http://www.ixl.com/math/grade-8 or by using the
Volume Additional Practice Worksheet.
Volume
Additional Practice Worksheet
Volume Formulas.doc, Volume Task.doc, Volume
Additional Practice.jpeg
Geometry and the GPS
Students work several activities to recognize shapes and their

precise definitions. In the last activity, students read GPS
directions, translate them using geometry, and then create a
simple map.
Materials
Folding Geometric Shapes from www.hand2mind.com
Procedure
1.
Using "Folding Geometric Shapes," students identify the
shapes that make up a cylinder or a rectangular solid.
2. Students
go to www.khanacademy.org/commoncore/map, select
High School Geometry, and answer the multiple choice
questions related to HSG.CO.1.a. Discuss the answers.
3. Using a Wheatley Board, students will follow the GPS
directions to make a simple map.
a. Start at school. (place a point on the board to represent
school)
b. Go north 2 miles. (place a line segment on the board
starting at the point and going north)
c. Turn left. (place a line segment perpendicular to the
longer segment)
d. Turn right in 0.5 miles. (place a line segment that is
perpendicular to the short segment and still parallel to
the longer segment)
e. Take the 3rd exit at the roundabout. (Place a circle there
and go 3/4 of the way around. Place a line segment at
that point going west.)
f. Make a slight right in 1 mile. (create an acute angle and
make the segment the road you are now on)
g. Stay on this road for 1 mile. The destination is on your
right. You have arrived! (Place another point at the final
destination)
FullSizeRender.jpg
Reflections - Teacher and Student
Face Off
 Recognize reflections
 Find objects in the environment that are reflections
 Understand reflections, or a mirror image, in order to

experiment and explain the results
 Orientation on 4 quadrant graph paper. Quadrant one
(x/y positive/positive), Quadrant two (x/y,
negative/positive), Quadrant three (x/y negative/negative),
Quadrant four (x/y positive/negative).
Materials
 Four Quadrant Graph Paper either bold or raise lined
 Dots, High Definition Markers, Tape or Wikki Stix to
connect coordinates
 Reflections 1 Worksheet (with answer sheet for
teacher)
 Reflections 2 Worksheet - for Student Independent Work
 Ruler or Straight Edge to connect coordinates
 Computer for watching YouTube Video
 Teacher/Student Reflections of Lucy and Harpo Script
Reflections 1 Worksheet
Click here to download

Reflections 1 Answer Sheet
Reflections 2 Worksheet

Student / Teacher Reflections on Lucy & Harpo
Click here to
download
Template is on APH bold lined graph paper product number 1-
04063-00. This is 0.5 in square.
Procedure
Vocabulary: reflection, quadrants, line of reflection,
 Start a discussion with student about what a is meant by
mirror image - how it is a reflected image that appears
duplicated but is reversed.
 View with your student the YouTube video Reflections on
a Different Time - Lucille Ball and Harpo Marx.
 After watching the video you will be acting out parts of
the video with your student.
 Explain how since you will be facing each other every
action taken by the student will be a reflection of what the
teacher does. You should practice the steps before trying to
do it as a Reflection. (See
attached "Teacher/Student Reflections of Lucy and
Harpo Script") It is a shortened version of the video.
 After practicing try to do the script in unison - as a mirror
image or reflection.
 The scripted activity can be done again as the student
needs require.
 When you have completed the skit activity explain that
you are going to take what you know about reflections and
work with graph paper to reflect and figure over both the Y-
Axis (line of reflection) and X-Axis (line of reflection) to create
a reflection of that image.
 Use the Reflectons 1 Worksheet for this activity.
 The figure on the Reflections 1 Worksheet sits in
Quadrant 2 and will be refelcted into Quadrant 1.
 Click
to viewAsk the student to identify one point on the figure to start
the reflection. Together count how many spaces that point
sits along the x-axis and y-axis.
 Count the same number of spaces along the x-axis and
y-axis in Quadrant 1.
 Using dots or markers note the position.
 Continue through the remaining three points until all
points have been reflected.
 Connect the points using either tape or ruler/markers.
 Do one more reflection together, this time over the X-
Axis (line of reflection) into Quadrant 4.
 If the student is confident he/she should complete the
refelction into Quadrant 3 independently, otherwise offer
assistance as needed.
 The Reflections 2 Worksheet is an independent activity
for additional practice or can be used as homework.
Ice Cream in Winter - Do Sales
Increase or Decrease?
 Student will interpret whether data seems to be rising or
falling
 Use a straight object to estimate a line through a linear
system of points (rubber band, wikki stix, etc)
Note to Teachers: This lesson will be followed by a
lesson on slope (Ice Cream Sales on the Slope) which
will expand on the same information. If doing this lesson
save all the student data for this future lesson.
 Click to download
Understand how to graph points and read coordinate graphs
 Navigation of quadrants on graph paper
Click to download
Materials
 Graph paper (raised and/or bold lined)
 Dots or other tactile material to place marks on graph
points
 Colored markers indicating graph points
 String, rubber band, wikki stix, tape or other tactile
material to make line of best fit
 Ice Cream vs. Temperature Worksheet
 Scatter Plot for Ice Cream vs. Temperature Template (for
transfer onto graph paper)
Procedure
Vocabulary: x-axis, y-axis, line of best fit (or trend line),
interpolation (find a value inside a set of data points).
 With student review reasons for using a scatter plot (to
determine if there is a cause and effect relationship). Then
review together data on Ice Cream Sales vs. Temperature
Chart.
 Based on the way the data is presented in the Ice Cream
Sales vs. Temperature Chart ask the student if it is easy to
see a pattern. (the response should be no).
 Review the Scatter Plot Ice Cream Vs. Temperature
Chart (which should have been transferred to graph
paper). With the student, using either dots, markers or other
tactile material plot the first two points where the temparateure
and sales meet.
 If the student is confident let him/her continue until all the
points are plotted.
 At this point the chart should show an upward trend. Ask
the student if it is easier to observe the pattern than by looking
at the Ice Cream Sales vd. Temperature Chart and to
describe the pattern.
 Once the pattern has been identified by the student have
the student estimate a line through the date (using either wikki
stix, tape, or other tactile material). This is the "Line of Best
Fit" or "Trend Line". It should be drawn as close as possible
to all points, with as many points above the line as
below. The line should extend through to the end of the last
data point.
 This "Line of Best Fit" can be used to identify values not
named within the data set (interpolation) (eg. What will sales
be if the temperature is 700?). Have the student explore and
record different values using the students media of choice.
Adapted from www.mathisfun.com lesson
Ice Cream Vs. Temperature Worksheet.doc, Scatter Plot
for Ice Cream Vs Temperature Chart.doc
Ice Cream In Winter - The Slope

 Given a linear set of points where the x coordinates
increase by one, identify what the y coordinates are
increasing by as a rate of prices rising or falling.
This lesson connects to a previous lesson "Ice Cream in
Winter - Do Sales Increase or Decrease?" The student
will need to have completed that lesson in order to
calculate slope in this lesson.
• Nemeth: understanding of a table of values as a way to
represent multiple points and understanding of how to
graph the points in a coordinate system, Delta symbol
(meaning change), and subscript.
Materials
 Graph paper
 Dots, markers, Wikki Stix or other tactile method of
conntecting coordinates
 You Tube Video which gives about a 4 minute
explanation of calculating
slope https://www.youtube.com/watch?v=R948Tsyq4vA
 You Tube Video - Slope Dude - gives a verbal
description of positive slope, negative slope, and
undefined. https://www.youtube.com/watch?v=ZcSrJPiQvHQ
 Slope Dude Worksheet for student to follow along with
the Slope Dude Video
Click to download Click to download

Procedure
Vocabulary: Slope, Variables, Coordinates, Line of Best Fit, x-
axis, y-axis
The graph created in the lesson "Ice Cream in Winter - Do

Sales Increase or Decrease?" which has a Line of Best Fit will
be used to calculate the value of the slope in this lesson.
 Review with the student the definition of 'slope'. Using
the YouTube Video "Slope Dude" and the Slope Dude pdf
listen to the description of what slope does. Slope can be
positve (increasing), negative (decreasing) or undefined.
 Using the student's graph from "Ice Cream in Winter" ask
the student to identify the Line of Best Fit. (This should be a
positive slope)
 Ask the student to identify two points on the y-axis and
two points on the x-axis which are on the Line of Best Fit. If
the student has difficutly with idientifying these points, practice
until the student is confident. Have the student record these
points using the students media of choice
 Review the formula for slope with the student (using the
different verbiage). Formula for Slope = y2 - y1/x2 - x2 or
Slope = the change in y/the change in x or Slope = rise/run
 Have the student enter the coordinates into the
formula. Have the student calculate the slope. A calculator
can be used.
 Explain to the student that the slope can be used to
interpolate values along the Line of Best Fit. This will be
reviewed in another lesson.
Adapted from www.mathisfun.com lesson
Variations
 Formula for Slope = y2 - y1/x2 - x2 or Slope = the
change in y/the change in x or Slope = rise/run
 This is an opportunity to review the students ability to
navigate values on a graph.
Scatter Plot for Ice Cream Vs Temperature

Chart.doc, slope dude.pdf, Ice Cream Vs. Temperature
Worksheet.doc
How Do You Get Your Pizza Fix: Does
the Season Matter?
 Construct a graph or table from given categorical data,

and compare the data categorized in the graph or table.
This lesson is intended to be delivered over several
days. Should you wish, the data collection portion can
be dropped and the teacher can provide the data
required in the Pizza and Season Survey Aggregation
worksheet.
Pizza and
Season Survey Aggregation
 Tabulating results to a survey -- This should include
counting and recording using hash marks (both Braille and
Print).
Materials

pizza and season surveyGraphPaper (bold or raised lined)
 Markers (different colors), Wikki Stixs, dots or other
tactile stickers for making a graph
Procedure
 Does
the Season Matter? SurveyReviewVocabulary with student:
categorical data, bivariate data, correlation, tabulation
 Student, with the Teacher, will draft a statement to
individuals (classmates, friends, family) explaining the survey
and its purpose. This statement should include, but is not
limited to, the following information:
1. Purpose of the survey
2. Participant make up
3. Promise of anonymity
4. Thank you to the participants
5. If the survey is to be given to classmates, then also
consider how the student will address the request to a
teacher.
 After the draft statement has been completed, Student
and Teacher should role play with the teacher modeling
behavior first, then reversing the roles.
 Once the student is confident in his/her
presentation ability, conduct the survey using the Pizza
Season Survey worksheet.
 Pizza
and Season Survey AssessmentWhenall surveys have been returned,
the student should tabulate the results and fill in the Pizza and
Season Aggragation worksheet (See Other Foundational
Skills).
 Using the information on the Pizza and
Season Aggregation worksheet, graph the results for each of
the four seasons.
 When the graph is complete, review with the
student trends that might be found.
 After discussing trends, have the student complete the
Survey Assessment worksheet using the media of student's
choice.
Variations
 This is an opportunity to work on Presentation Skills with
the student.
 It would be useful for the student to use different colored
markers or different tactile stickers for each of the methods of
pizza delivery. In this way the differences become more
noticeable.
Pizza Season Survey.doc, Pizza and Season Survey
Aggregation.doc, Survey Assessment.doc, pizza and
season survey.jpg
Practical Application of the
Pythagorean Theorem: Building a
Slide Park
 Student will be able to apply the Pythagorean Theorem

to everyday situations.
 Prior knowledge calculating area and circumference
Materials
 Colored Markers, Dots, Tape to connect dots, (for
drawing triangles)
 Straight edge ruler (large print or braille)
 Graph Paper (bold or raise lined)
Procedure
 Vocabulary: Hypotenuse, Right Triangle, Triangle Legs,
Pythagorean Theorem
 Review with the student The Pythagorean
Theorem: Given a right triangle, the square of the
hypotenuse is equal to the sums of the squares of the two
sides or a2 + b2 = c2
 Brainstorm with the student practical uses of the
Pythagorean Theorem.
 The student should record his or her responses using the
media of choice.
 If the student has difficulty coming up with ideas for
practical uses of the Pythagorean Theorem watch the
following video
together: https://www.youtube.com/watch?v=Gw9iKERLonc
Click to play video.
 The student will be designing his/her own slide park.
Attached are specifications for the slide park.
 Review with student the specifications for the
slide park.
Click to open.
 Once the student is confident in their understanding, they
should begin designing their park.
BuildingSlidepark.pdf
Finding the Shortest Distance
Between Two Points
 Form right triangles by connecting the origin, a point on

the x-axis, and a point on the y-axis (or a point with another
point vertical and another point horizontal).
Note: In order to make this lesson more kinesthetic, the
teacher makes a right triangle on the floor using masking
tape. There are two parts of the exercise; 1: to have the
student prove that the shortest distance between two
points is a straight line and 2: to have the student prove
that by using the Pythagorean Theorem they will
accurately calculate the shortest distance.
 Understand tracking vertically and horizontally on a
coordinate grid
Materials
 Graph paper either bold or raise lined
Click to open.
 Dots, Markers
 Tape to connect dots
 Straight edge ruler
 Masking tape to use on the floor - use a color that offers
contrast or build it up so that it can be felt better by the
student
 Attached Document - Floor Triangle (ABC)
Procedure
Grid Worksheet: Click to open.Review
Vocabulary: coordinate grid, x-
axis, y-axis, coordinates, right angle, hypothenuse, triangle
legs, Pythagorean Theorem.
 Brainstorm with student instances when they might want
to find the shortest distance between two points. (Possible
answers include finding a shorter way to a place, discovering
who lives closer to a specified location.)
 Review with the student the print copy of the Floor
Triangle(ABC) (attached).
 The Floor Triangle (ABC) should already be set up on
the floor. (Teacher Prep)
 With the student count off the length of each leg of the
triangle.
 Ask the student if there might be a faster way to get from
one point on the triangle to another (A to C).
 Next, again counting, walk off the length of the
hypotenuse with the student.
 Ask the student if this would be an exact answer. Why,
why not and how could you solve for an exact answer?
 The student should solve for the length of the
hypotenuse using the Pythagorean Theorem
 Once the student feels comfortable with this have them
complete the the Grid Worksheet using the media of their
choice.
Variations
 This is a short video on that describes how to use the
pythagorean theorem to find the distance between two points
on a coordinate grid: http://www.sophia.org/tutorials/using-
the-pythagorean-theorem-to-find-distance-on
Know Those Geometry Definitions
This lesson gives students a chance to demonstrate their
understanding of geometric terms and their precise
definitions.
Materials
Click to open.
 magnetic white boards
 strips of refrigerator magnet in different lengths
 magnetic circles
Procedure
1. Teacher gives a definition orally and then student
illustrates the definition on his magnetic or Wheatley
board.
2. Student then gives the word that goes with the definition.
3. Student describes his illustration to the rest of the class.
Attached is a list of words and definitions that a teacher
might use.
How Long Did That Walk
Take?
 Student will
compute
Time/Distance and
Length Ratios.
 This lesson is to
reinforce the concept
of distance
traveled and time
spent traveling at a
particular rate.
 Orientation along
the x/y axis on graph
paper
Materials
 Method of
measuring
distance. How long
does it take for a
student to walk
1/4 mile? This can be
determined either in
the school gym (gym
teacher can advise
distance), school
track (1 times around
using the inside lane
is 1/4 mile), or if
neither of these is
available walk out the
distance in a
hallway.
 Method of
measuring time -
phone, clock, timer
 Graph Paper
bold lined or raised
 Dots, Markers,
Tape, Straight Edge
Ruler (to connect
dots)
Procedure
 Vocabulary:
Proportional
Relationship, Ratio, x
and y axis on graph
paper
 Ask student to
describe an instance
when he/she has
traveled
somewhere. What
was the mode of
transportation? When
did he/she leave,
arrive? How much
time was spent
traveling from point A
to Point B? How can
this be
figured
Click to open.out?
 Brainstorm with
the student reasons
why it might be
important to know this
sort of
information. The
student should record
the answers using the
media of his or her
choice. (If working
with a group or
classroom have small
groups in which they
record answers and
then share with the
larger group/class.)
 Explain to
student that now
he/she will be timing
how long it takes to
walk 1/4 mile.
 The student
should fill in the time
on the Time/Distance
Worksheet (just the
1/4 mile section).
 Next the student
will again walk 1/4
mile, but this time
counting the number
of steps taken.
 The student
should fill in the
number of steps on
the Time/Distance
Worksheet (just the
1/4 mile section).
 The student will
complete the 1/2 mile
section on the chart,
with assistance as
necessary.
 If the student is
confident have
him/her complete the
Time/Distance
Worksheet using his
or her media of
choice (section A
only). If not, continue
working together until
the student is
confident.
 The student can
now use the
information to Graph
the results with Time
being on the X axis
and Distance being
on the Y axis.
 Once Section A
of the Time/Distance
Worksheet has been
completed have the
student complete
sections B and C
independently.
Variations
 This is a real life
lesson for the
student. Try to
reinforce walking
distance vs. time in
daily activities the
student performs,
such as moving from
one classroom the
the next, getting to
the cafeteria or
gym. How much time
do they need to allow
so as not to be late
for class?
TimeDistance Worksheet_final.pdf
Rotations - O & M Meets Math
 The student will recognize the rotation of shapes.
 Find objects in the environment that are rotations.
 Orientation clockwise and counter clockwise
 Understanding the concept of movement in space 90,
180, 270, 360 degrees - both clockwise and counter clockwise
Materials
 Masking Tape
 4 Quadrant Graph Paper - either bold or raise lined
 Markers, dots, tape to connect points on graph
 4 or 5 spice bottles
Procedure
Vocabulary: counterclockwise, clockwise, rotation,
Depending on the time the teacher has with the student, Parts
1, 2 and 3 can be done in separate sessions.
Part 1:
To prep for this part of the lesson, using the masking tape,
mark the floor with a large + sign which will represent the four
quadrants of the graph paper. This exercise will ask the
student to replicate with their body what will later be done on
graph paper. Initially the student will move to a stated
quadrant and then turn the degrees related to that
quadrant. At the most abstract the student should be able to
move into a stated quadrant and know the direction to orient
their body before moving first.
 Before beginning exercise on the grid you have made on

the floor review with the student turning 90, 180, 270 and 360
degrees while standing in place.
 Whatever direction the student is turning in (clockwise or
counterclockwise) the student should describe the degree of
rotation in the opposite direction needed to get to the same
point.
 After reviewing the rotations in place move to the grid on
the floor.
 Review the quadrants reinforcing how quadrants are
numbered in counter clockwise order beginning with the top
right quadrant (1).
 Have the student move clockwise then
counterclockwise 90, 180, 270 and 360 degrees into each of
the quadrants made by the grid on the floor.
 While the student is rotating, at each turn ask the student
how many degrees they are turning in the opposite direction.
90 degrees on way is 270 degrees in the opposite direction.
 Once the student is confident, continue on to Part 2.
Part
2:
Click to open.
Student will be using The Rotation Worksheet to rotate a
figure around the x,y axis.
Click here to open the answer sheet.
 With the student, review the quadrants on the graph
paper moving clockwise and counterclockwise.
 With the student, turn the graph paper clockwise then
counterclockwise 90, 180, 270, and 360 degrees.
 Before beginning the rotation, student should identify the
points on the grid which will be rotated.
 Record the points (using the student's media of choice)
for use when rotating.
 When beginning the rotation the student should turn the
paper (clockwise/counterclockwise) the appropriate number of
degrees in order to draw the figure in each of the quadrants.
 With the student, draw the first rotation (90 degrees
clockwise) using the coordinates identifed earlier to plot the
points on the grid.
 With the student, connect the points to complete the
figure.
 With the student, identify how many degrees
counterclockwise the figure is.
 If the student is confident, have them continue rotating
the figure around the axis, identifying the counterclockwise
position at each rotation.
Part 3 - Assessment
Student will use their understanding of rotations to move the

spice jars to another quadrant on the graph paper. The
teacher will need to place the spice jars in one quadrant as in
image above or however they might fit into one quadrant.
Question to Student: Imagine that you are in your
kitchen. You are moving your spices from one cabinet to
another. If you want the spices in the same order and the
cabinet you are moving the spices to is 270 degrees
clockwise on the grid from where the spice jars already sit
what will be the new formation of the spice jars?
Variations
 The following YouTube Video can aid the teacher in
understanding
rotation https://www.youtube.com/watch?v=HV2kFn2hjkk
Click to watch the video.
Rotation Worksheet Answers.jpeg, Rotation

Worksheet.jpeg, IMG_1192.JPG
Pythagorean Theorem and Proof
 Student will be able to use the Pythagorean Theorem to

perform a proof
Materials
 Definition of Mathematical
Proof http://www.thefreedictionary.com/mathematical+proof
 Pythagorean Worksheet
 Cube Worksheet
Click to open.
Click to open.
Procedure
 Review Vocabulary: Pythagorean Theorem, proof,
converse, right triangle, hpyotenuse,
 Review with the student the Pythagorean Theorem -
Given a right triangle, the square of the hypotenuse is equal to
the sums of the squares of the two sides or a2 + b2 = c2
Click to play rap video.
 Watch and listen to the YouTube Video "The Best
Pythagorean Rap
Ever" https://www.youtube.com/watch?v=nbopLhP4kpo
 Review with the student the Pythagorean Worksheet and
Cubes.
 The student will use the Right Triangle on the
Pythagorean Worksheet and the cubes along with their
knowledge of their knowledge of the Pythagorean Theorem to
prove it.
 Once the student has completed the proof of the
Pythagorean Theorem, using the student's media of choice,
the student should write an explanation of the proof.
 Other fun proofs can be found
at http://jwilson.coe.uga.edu/emt668/emt668.student.folders/h
eadangela/essay1/pythagorean.html
pythagorean worksheet .pdf, cube worksheet.pdf
A Valentine's Day Transformation

 Identify similar shapes with and without rotation.

students can relate to.
 Orientation on 4 quadrant graph paper. Quadrant one
(x/y positive/positive), Quadrant two (x/y,
negative/positive), Quadrant three (x/y negative/negative),
Quadrant four (x/y positive/negative).
Materials
 Valentine's Day Transformation
Worksheet
Click to enlarge.
 4 Quadrant Graph Paper
 Stickers, Dots, Tape, Pictures
 Grid Art Guidelines
Click to download.
Procedure
Vocabulary: Translations, Reflections, Rotations, Congruence,
Transformation
 Review with students the different types of

transformations.
 Using the Valentine's Day Transformation Worksheet
Identify all the different types of tranformations found.
 The student should record each of the transformation
with a clear description of the move using the media of their
choice.
 If the student is having difficulty identifying the different
transformations review again the different types and give
concrete examples.
 Once the student is confident in his/her ability to identify
the different types of transformation review the Grid Art
Guidelines.
 The student should complete their Grid Art along with an
explanation of the different types of transfomration.
Variations
 This lesson will require the student to create art on a 4
quadrant coordinate grid.
 This lesson should not be done until the student has
completed the lessons on translation, reflection and rotation
 If this is being done as a classroom lesson students
could work together on completing their "Grid Art".
grid art guidelines.doc, IMG_0002.jpg
Play the Transformation Game
 Use shapes that can be picked up and placed on top of

each other.
This lesson includes a game for two or more people.
Sample Shapes
 Knowledge of the four quadrants on a coordinate plane
and how they are labelled.
Spinner Template
Materials
 Four Quadrant Graph paper either bold or raise lined
 Practice Worksheet and Instructions
 Easy Instructions for making a
spinner https://www.youtube.com/watch?v=_Dj1yQt_yas
 Spinner Template
 Foam or Cardboard to back the Spinner Template
 Paper Clip
 Push Pin
 Shape Template - 2 required for each student - shapes
cut out
 Rules for the Transformation Game
Instructions
Practice Worksheet
Shape Template
Procedure
 Review vocabulary with student: congruent, translation,
rotation, reflection, transformation, clockwise, counter
clockwise, Quadrants 1,2,4 and 4.
 Using Practice Worksheet and Instructions together with
the student to rotate, translate and reflect the object on the
Practice Worksheet.
 If the student has difficulty with any or all of the
transformations then refer to previous lessons "Translate
(slide) that polygon", "Rotations - O&M Meets Math", or
"Reflections - Teacher and Student Face Off" for more
practice.
 If the student is confident then go on to play the
"Transformation Game"
 The assessment will be the Graph Sheets complete by
the students while playing the "Transformation Game."
Practice Worksheet.pdf, Instruction for Practice

Worksheet.doc, Spinner template 3.pdf, shape
template.pdf, Rules for the Transformation Game.doc
What's the Translation?

Students will demonstrate understanding of translations
in geometry by using coordinate grids and rules.
 Students should know how to plot points on a coordinate

grid and also be able to give the ordered pairs for points
already on a graph.
Materials
1. Graph board or cardboard with push pins
AngLeg
2. "Anglegs" www.hand2mind.com
3. iPad with graphing app
4. Orion TI-84 Talking Graphing Calculator
Procedure
1. Using “Anglegs” (www.hand2mind.com), ask students to
create any simple shape they want. (We don’t want any
decagons right now!) Put the shape on a tray. Have
students demonstrate a translation by simply moving the
shape from the left side of the tray to the right. Make
sure they don’t rotate the shape.
2. Now take a piece of black-lined graph paper, braille
graph paper, or a graphing app on the iPad and plot your
shape on the graph using push pins, magnets, or sticky
dots. Label your shape. Write the coordinates of all your
points.
3. Now graph the image of your shape when you translate 1
unit to the right and 5 units up. Write the coordinates of
your shape’s new position and label it as prime (so
∆ABC becomes ∆A’B’C’)
4. Try these after presenting the shapes on a graph.
5. Graph the image of ∆ABC [ A(2,4), B(4,4), C(4,1) ] after a
translation of 2 units up and 3 units down.
6. Graph the image of PQRS [ P(2,2), Q(6,2), R(2,2), S(6,-
1)] after a translation of 3 units down and 5 units up.
7. Present the rule for translation. (x,y) → (x + a), (y + b)
Variations
 If students are using the Talking Graphing Calculator or
the iPad, make sure they understand how the translation is
working on a graph.
Translate (Slide) that Polygon

 Recognize translations of shapes.

 Find the objects in the environment that are
translations.
 Orientation on 4 quadrant graph
paper. Quadrant one (x/y positive/positive),
Quadrant two (x/y, negative/positive), Quadrant
three (x/y negative/negative), Quadrant four (x/y
positive/negative).
Materials
 Race To Earth Game Board
 Cardstock Paper
 Space Craft Template (print on cardstock paper)
 Coordinate Cards (print on cardstock paper)
 Rules of the Game (attachment)
 Translation Worksheet
 Dots, Markers, Tape to Connect Dots
Click to
enlarge.
Click to open
Click to
enlarge.
Click to enlarge.
Procedure
Vocabulary: translate, horizontal, vertical, coordinate grid
 Review with student what it means to translate or slide a
polygon on the coordinate grid.
 With the student using the Translation Worksheet find
the polygon and record, using the student's media of
choice, the coordinates of the polygon.
 Slide (translate) the polygon by the following points
(2,4).
1. Have the student choose one point to start the slide
(translation)
2. Move the point 2 units along the x axis
3. Move the point 4 units along the y axis
4. Mark the new point
5. Continue until all three points have been translated
6. Connect the three points
 If the student is confident, have them then slide
(translate) the same figure by the following points (-3, -2) or
once again work with the student to slide the polygon.
 When the student is confident, begin playing the game
"Race to Earth".
Click to open.
Variations
 YouTube tutorial for
teacher: https://www.youtube.com/watch?v=XdjH_EWhCZ
0
Click to play.
Rotations on a Coordinate Plane

Although visually impaired students use rotation terms in

mobility lessons (e.g, make a quarter turn) they may not know
how to graph rotations. This lesson gives them practice
rotating shapes on a coordinate grid. It also provides some
rules to use when you know the ordered pairs.
 Make sure students understand coordinate grids, how to
read ordered pairs, and how to plot points.
Materials
 toy pinwheel for demonstration of rotation
Procedure
Show pinwheels as examples of rotations. The shapes are
congruent, but in different positions because of the
rotation. Every rotation has a center point.
1. Provide shapes cut out of heavy cardboard. Put on a
piece of corrugated cardboard or a graph board. Put a
pin in the shape either on a corner or in the center of the
shape. Show how the shape can rotate around the pin
just like the pinwheel. Try rotating the shape
approximately 90 degrees, 180, 270, or 360 degrees as
in mobility ( 90 degree turn) and observe where the
shape is. Make sure students try clockwise and
counterclockwise rotations. Students could also stand
up and rotate themselves to demonstrate understanding
of a 90 or 180 degree turn.
2. Plot the following points on a graph paper(print or braille
graph paper), graphing calculator, or iPad graphing
app. (2,4), (4,4), and (4,1) Connect the points to form a
triangle.
3. Rotate the triangle clockwise 90 degrees over the
origin. Do this by rotating the whole graph one quarter
turn. Orient the student to the new x and y axes and
write the coordinates of the points after the 90 degree
rotation. (see pictures)
4. Notice that the points for Triangle A'B'C' become A'(4,-2),
B' (4,-4), and C' (1,-4)
5. Check using the formula for a 90 degree rotation: (x,y) =
(y,-x)
6. Try other examples as needed.
IMG_0168.JPG, IMG_0169.JPG
Choosing a Cell Phone Plan

Using Linear Equations
 Solve simple
algebraic equations
with one variable
using addition and
subtraction
Materials
 Four Quadrant
Graph Paper - Bold
lined or raised
 Markers, dots,
tape to connect dots,
straight edge
 Comparing Cell
Phone Plans -
Instruction sheet
If you would like the student to do independent research on
the different types of cell phone plans following are websites
for Verizon, ATT, Sprint and TMobile to begin research.
 Verizon Website
with Plan
Details http://www.ver
izonwireless.com/wc
ms/consumer/shop/sh
op-data-plans/single-
line-data-plans.html
 ATT Wireless
Website with Plan
Details http://www.att.
com/att/planner/
 Sprint Wireless
Website with Plan
Details http://www.spr
int.com/landings/data
share/
 TMobile Wireless
Website with Plan
Details http://www.t-
mobile.com/cell-
phone-
plans/individual.html
Comparing Cell Phone Plans
Procedure
 Review
Vocabulary: Linear
equation, variable
(some number)
 Review with
student the
question: A cell
phone plan costs
$45.00 per month
with the cost for
texting an added
$0.25 per text.
 Together write a
linear equation, using
the students media of
choice, which
represents the
monthly cost if the
user
sents t messages.
(y=45+0.25t)
 When the
student is confident in
the ability to write the
linear equation have
the student calculate
the monthly cost if
100, 200 and 300 text
messages are sent.
 Graph the results
of the monthly costs
with the number of
text messages on the
x axis and monthly
costs on the y axis.
 Using the
Comparing Cell
Phone Plans
- Instruction Sheet -
review the
instructions with the
student.
 Once the student
is confident, have
him/her complete the
task using the
students media of
choice.
Variations
 This is a lifetime
skill for the
student. The same
type of analysis can
be done for cable
services, bundled or
unbundled, streaming
services, group
dinners or rental
costs.
comparing_cell_phone_plans.doc
To Be Rational or Not To Be Rational -
That is the Question!
 Identify a geometric sequence of whole numbers with a
whole number common ratio
 Use repeated multiplication to form a geometric
sequence
 Given an area of a square or volume of a cube, find the
length of a side
 Know that the square root of 2 is irrational
 Square root, squares, rational and irrational numbers
Materials
 Square Root
Worksheet
Square
Root Worksheet: Click to open.
 Tactile Cubes
Procedure
In this lesson, after making a tactile representation of squared
number student will use a talking calculator to solve for square
root and determine if it is a rational or irrational number.
 Review with the student vocabulary: square, square root,
rational, and irrational numbers
 With the student, using the tactile cubes placed down on
a mat, the number of cubes that would equal 2^2. The
answer should be 4 cubes.
 Review with the student that the wording of 2^2 is equal
to the square root of 4.
 Review with the student that the square root of 4 being
equal to 2, a rational number.
 Explain that 2 is a rational number and the student can
be certain of this because it can be written as a ration 2:1 or
fraction 2/1
 As practice using the talking calculator review with the
student how to solve for the square root of 4.
 Next, with the student, examine the number 3. Together
using the calculator solve for the square root of 3. The
answer will be 1.732...
 Ask the student if 1.732... is a rational number. It is
not. Ask the student to explain how they know it is not a
rational number. Answers would be either it can't be a fraction,
or written as a ratio.
 If the student requires more guided practice the following
examples for rational numbers would be the square root of 25,
and the square root of 9. Guided practice for irrational
numbers would be the square root of 2 and the square root of
10
 Provided the student understands the concept, have the
student complete the Square Root Worksheet using the media
of the students choice.
 As an extra activity have the student do an Internet
search for some famous Irrational Numbers.
Variations
 A helpful explanation of rational vs irrational numbers
can be found at https://www.mathsisfun.com/irrational-
numbers.htmland http://mathforum.org/dr.math/faq/faq.integer
s.html
square root worksheet.pdf
Selma to Montgomery - Graphing

Martin Luther King's Walk
 Student will graph a simple ratio by connecting the origin

to a point representing the ratio in the form of y/x
Scaffolding: It may be necessary to review with the
student the relationship between distance travelled, rate,
and time spent travelling at that rate.
Materials
 For Activities related to the Selma to Montgomery March

including written reports from the Office of the Secretary of
Defense at the time use the following
link: http://www.lbjlib.utexas.edu/johnson/lbjforkids/selma-
mont.shtm
 1965 Selma to Montgomery March Fast Facts -
CNN.com link http://www.cnn.com/2013/09/15/us/1965-selma-
to-montgomery-march-fast-facts/
 Encyclopedia of Alabama: Semla to Montgomery March
reading
link http://www.encyclopediaofalabama.org/face/Article.jsp?id
=h-1114
 Selma to Montgomery March - The History Channel
video - http://www.history.com/topics/black-history/selma-
montgomery-march
 Method of measuring time/distance. How long does it
take for a student to walk one mile? This can be deternined
either in the school gym (gym teacher can advise distance),
school track (4 times around using the inside lane), or if
neither of these is available walk out the distance in a
hallway.
 Walking to Montgomery worksheet
 Graph Paper - either bold or raise lined
 Dots, Markers, Wikki Stix or other method of annotating
the graph paper
Procedure
Vocabulary: linear equation, proportional relationship, ratio
 Review with student the details of the March from Selma

to Montgomery discussing how far the participant marched in
total and over the 4 days. Complete the related questions on
the Walking to Montgomery Worksheet
Click to download
 Explain that based on this you will be first calculating
how long it takes the student to walk one mile (see various
methods of measuring time/distance in the Other Materials
section.
 After determining the students rate of walking complete
the Rate/Distance Chart found on the Walking to Montgomery
Worksheet. Help the student complete the first two lines. If
the student is confident have them complete the remainder of
the chart to 15 miles.
 The Rate/Distance Chart only asks that the student
calculate how many minutes it takes to walk 15
miles. Confirm if the student notices a proportional
relationship, for every mile walked it takes an additional x
minutes.
 Instead of continuing the chart to cover 54 miles use
the x/y proportion to solve for x minutes at 54 miles (see the
answer sheet) Minutes walked/Miles = Minutes walked/Miles
 Solve for x.
 Graph the Chart and results to 54 miles.
 Now that we have calculated how many minutes it can
take your student to walk 54 miles let’s calculate how many
miles (y) you can walk in how many minutes (x). The way to
do this is to calculated Minutes walked/Miles = x/y. Again use
the Walking to Montgomery Worksheet to compete this
portion. Have the student use any line in the Rate/Distance
Chart for this calculation.
 If they still does not see the proportional relationship
have them use another line of the Rate/Distance Chart and
complete the calculation. The answer should be the same
using any line on the chart.
 The student should complete the assignments using the
media of his/her choice.
Variations
The use of the Martin Luther King Videos can make a link to
Literacy and also offers more opportunites for the student to
graph additional data.
To connect this lesson to current events the attached link

discusses an 860 mile march from Selma, Alabama to
Washington DC called "America's Journey for
Justice."http://www.usnews.com/news/us/articles/2015/08/01/
naacps-journey-for-justice-protest-march-begins-in-selma
Walking to Montgomery.doc
Using a Function Table to Determine
Time and Distance Travelled
 Ability to read and analyze graphs and function tables
Materials
 Bold lined or raised graph paper
 Markers, dots, tape and straight edge to connect dots
Time vs Distance Table
Practice Function Table
Procedure
 Review with student vocabulary: input, output, function,
variable
 Review with student the concept of the function
table. An abstract example of a function table would be a
soda machine. The student puts one dollar into the machine,
pushes the cola button, then the cola is dispensed. Ask the
student to determine how many cola cans would come out if
two dollars were put in the machine.
 Brainstorm with student other types of relationships that
could form of function table; examples include hours worked
vs pay per hour or cost of an item vs. number of items
purchased.
 With the student complete the Practice Function Table
Worksheet using the student's media of choice.
 If the student is confident, have him/her independently
completed te Time vs. Distance Function Table Worksheet
along with the Graphs using the student's media of choice.
Variations
 If the student has difficulty understanding the concept of
the function table, the following lower grade level website
might be of
help http://www.studyzone.org/testprep/math4/d/functiontable
4l.cfm
 For online fun with function tables which can be made
more challenging go to the following
website http://www.mathplayground.com/functionmachine.htm
l
Time vs Distance Function Table.doc, Practice Function
Table.doc
Comparing Car Rentals


Materials
 Graph Paper - either bold or raise lined
 Dots, High Contrast Markers, tape, ruler or straight edge
 How Much is that Rental Car? Worksheet
Procedure
 Click
to viewWiththe student review vocabulary - Ratio, X-Axis, Y-
Axis, Linear Equation,
 Review with students the following: A car rental costs
$155.00 per day plus $0.25 gas surcharge for every mile
driven.
 Using the media of students choice, together write a
linear equation to represent the cost of renting a car for one
day. (y = 155.00 + 0.25g) and then calulate the car rental
costs if the driver went 100 miles, 200 miles, and 300 miles in
one day.
 Graph the rental costs with the number of miles driven on
the x axis and the total costs on the y axis.
 Using the How Much will it Cost to Rent a Car?
Worksheet review the instructions with the student.
 Once the student is confident have him/her complete the
task using the students media of choice.
Variations
 The student will need to determine the number of miles
between their hometown and Miami Florida. This can be
done with a Google search. Enter the words "directions from
(hometown) to Miami Florida" into the Google search box and
the results should appear.
how much is that rental car?.doc
How Your Club Treasurer Uses
Addition and Subtraction
Lesson on pluses and minuses. Use one item to

represent positive and one negative. Use one side of
board to add and one to subtract. Discuss how credits
can be positive items and debits can be negative and
what happens when we add and subtract each.
Click to open.
 This lesson includes a Club Knowledge
Inventory. Depending on the student's answers, determine if
a lesson on clubs is required, with particular focus on what the
Treasurer's responsibilities are.
 This link has an example of responsibilities of a Club
Treasurer (tailored to a students club) which may be
useful http://www.keyclub.org/Leadership/bal/leadclub/clubtre
asurer.aspx
Procedure

Click to open.Review Vocabulary with the student: credit, debit,
asset, liability, balance sheet, club dues, fees, accounting,
balance, ledgers, bookkeeping, treasurer
 Access the students prior knowledge about club
structure using the "Club Knowledge Inventory" sheet. The
student should complete the sheet using their media of
choice.
Click to open.
 Using the What is a Credit and Debit
Worksheet brainstorm with the student what things would be
considered debits and credits for a club. Either have the
student record using their media of choice or create a master
list for later use.
Finding Transformations in Braille

Letters
 Identify similar shapes with and without rotation

students can relate to
 If the student is not confident in his/her

understanding of reflections, translations or rotations refer to
lessons on this website: "Rotations O&M Meets Math",
"Translate (slide) that polygon", and "Reflections - The
Student and Teacher face off."
Materials
 Markers, Colored Pencils, Dots
 Swing Cell, Peg Slate
 Card stock paper
Procedure
 Review vocabulary with students: translations, rotations,
refelctions, transformations, clockwise, counter clockwise,
congruent
 Review with student each type of translation
 With student review various reflections, translations and
rotations in Worksheet 1 (Braille the sheet prior to working
with the student) If needed use the Swing Cell or peg
slate. The swing cell can be especially helpful with rotations.
 When the student is confident, have them find rotations,
reflections and translations using the instructions in the
"Finding Transformations" document. The student shoud use
their media of choice. Some students who are very familiar
with braille may be able to identify the transformations
mentally. If the student needs more support or if the student
uses large print, different options for completing the
assignment follow.
Options:
 Braille students: enlarge the copy of "Letters and

Contractions" worksheet onto cardstock paper/braille
paper. Using dots (or other tractile product such as Wikki
Stix or puffy paint) create the letter/contractions. Cut out the
individual letters/contractions and have the student
mainuplate the individual cut out cells until they identify the
rotations, reflections and translations.
 Large print students: enlarge the copy of "Letters and
Contractions" worksheet onto cardstock paper/braille
paper. Cut out the individual letters/contractions and have the
student manipulate the individual cut out cells.
Worksheet 1
Finding
Transformations Letters
and Contractions
Variations
 The student does not need to know or understand braille
in order to participate in this lesson although it is helpful. The
purpose of the lesson is to identify refelctions, translations and
rotations.
 Braille students should complete the assignment using
the Perkins Brailler or any other means of producing braille
output.
worksheet 1.pdf, letters and contractions.pdf, Finding
Transformations.doc

Investigating Slope With Legos

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Which One is the Square?

By Activity Bank on Jul 19, 2013

This activity has been revised and was originally created

This activity has been revised and was originally created

Hint: Identify quantities as more or less throughout the

Hint: Identify quantities as more or less throughout the

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This activity has been revised and was originally created

Hint: A sorting box may help to keep the activity organized.

One ice cube in each cup Beginning Map Skills

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This activity has been revised and was originally created

 During a cooking lesson, stir ten times.

 One-Two Buckle My Shoe

This activity has been revised and was originally created

 How are they alike?

Cause and Effect

Hint: Help the student to manipulate objects in the

Students with visual impairments may face challenges

 What is a student likely to be working on in this area

Students with visual impairments may face challenges

 What is a student likely to be working on in this area

 Understand the rules of addition and multiplication and

Students with visual impairments may face challenges

The number system can become abstract particularly as

 When using large print or braille number lines, tactile

 Lessons on pluses and minuses

Students will work with real shapes to reinforce the rules

2. With your student, come up with a defination for

3. Using either geometric shapes or tactile graph paper with

4. After your student has shown you three examples of

5. A common mistake is assuming that if a shape is the same

6. Using APH geometry builder set, show examples of line

8. Have your student draw congruent figures on their tactile

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This activity has been revised and was originally created

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Give Me the Circle

3-Dimensional Spatial Orientation

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 See "variations 2 and 3" below for more options to

Patterns and Sequence

Sorting and Packaging Buttons

 Sort the buttons by the given categories (color, size, etc.)

Hint: The buttons may be sorted according to size, shape and

 Discuss with the student how knowing the divisibility

download Click to download

O&M and Scale Drawing

Students with visual impairments may face challenges

 What is a student likely to be working on in this area

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 What is a student likely to be working on in this area

What is a student likely to be working on in this area:

What are the particular challenges for a student who have a

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Tactile journals are a way for students who are blind or

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This activity has been revised and was originally created

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1. Present an example graph with two trends moving side

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