Braille Division Introduction Script

Introduction (2 minutes)

(Teacher says) "Good morning, mathematicians! Today we're going to dive into a very important math skill: Long Division! Who here has heard of long division before? Maybe even tried a problem or two?"

(Teacher says) "Fantastic! Long division helps us share large numbers into equal groups. It's a superpower for solving problems! Today, we're going to explore long division in a super inclusive way, making sure everyone understands how amazing it is. We'll be focusing especially on how we can do long division if we are using Braille, which is a really important way to make math accessible for everyone."

(Teacher says) "Let's get started with our first slide: Braille Division Basics!."

What is UEB Braille for Math? (3 minutes)

(Teacher says) "Alright class, on the screen now is Slide 2: What is UEB Braille for Math?. For those who can see, you'll see the title 'What is UEB Braille for Math?' and some bullet points. For our blind students, UEB Braille is a versatile code that can be used for writing math and science. It uses the same Braille cells you might be familiar with, but with unique symbols for numbers, operations like addition, subtraction, multiplication, and yes, division, often within specific mathematical contexts!"

(Teacher says) "Think of it like a secret code that unlocks all the mysteries of math for blind individuals. It allows them to read, write, and solve complex problems independently. For example, the UEB Braille symbol for 'plus' looks like this [verbally describe if tactile graphic display not available, or allow student to feel if it is]. And the 'equals' sign looks like this [verbally describe/feel]. It helps organize mathematical expressions in a way that can be understood by touch."

Long Division Steps in Braille (5 minutes)

(Teacher says) "Now, let's get to the heart of long division. On Slide 3: Long Division Steps, we see the familiar steps of long division, often remembered by the acronym DMSB: Divide, Multiply, Subtract, Bring Down. Let's break down a simple problem using these steps, and I'll show you how it works both visually and in Braille."

(Teacher says) "Let's take the problem 24 divided by 2. Visually, we set it up with the divisor (2) outside the division symbol and the dividend (24) inside. In Braille, for a complex multi-line calculation like long division, students typically use Nemeth Braille, which is a specialized code for mathematics. Nemeth provides a clear, standardized way to represent the spatial layout of problems, including the division box and how numbers align for each step. While UEB Braille is used for literary text and basic math, Nemeth is essential for these more advanced and structured calculations. For the purpose of demonstration today, we will focus on the steps of long division, understanding that the Braille representation for the blind student would follow Nemeth Code conventions for precise layout."

(Teacher demonstrates on board/projector and simultaneously on Perkins Brailler or tactile display, describing the visual layout and verbally explaining how each step would be represented conceptually in Braille without going into specific UEB layout details for the full long division problem)

(Teacher says) "First, Divide: How many times does 2 go into 2? One time. We write '1' above the 2. In Braille, this '1' would be placed in the quotient's position."

(Teacher says) "Next, Multiply: 1 multiplied by 2 is 2. We write '2' under the first 2 of the dividend. In Braille, this product would be positioned carefully below."

(Teacher says) "Then, Subtract: 2 minus 2 is 0. We write '0' below. Again, in Braille, this subtraction result is recorded in its proper place."

(Teacher says) "Finally, Bring Down: We bring down the next digit, which is 4. Now we have 4. We repeat the steps. How many times does 2 go into 4? Two times. So we write '2' next to the 1 on top. In Braille, this '2' would extend the quotient."

(Teacher says) "Multiply: 2 multiplied by 2 is 4. We write '4' under the 4. Subtract: 4 minus 4 is 0. We have no more digits to bring down, so our answer, or quotient, is 12."

(Teacher says) "Notice how, whether you're looking at it on the board or feeling it in Braille, the steps are the same, but the way we organize and represent the numbers is adapted for the medium."

Guided Practice & Discussion (4 minutes)

(Teacher says) "Okay, your turn to think! Look at Slide 4: Practice Time!. Our new problem is 36 divided by 3. Think for a moment, how would you set this up? For those of you working visually, picture it on your paper. For our blind student, imagine using your abacus or Braille tools to lay out this problem. What would be the first step?"

(Teacher encourages students to share ideas and guides them through the setup and initial steps)

(Teacher says) "Excellent thoughts! What are some similarities you noticed between doing long division visually and thinking about it in Braille? What are some differences in how you actually record or read the steps?"

(Teacher facilitates a brief discussion, ensuring all students feel included and their perspectives are valued. Addresses common questions about the Braille layout or symbols.)

Conclusion (1 minute)

(Teacher says) "You all did a wonderful job today exploring long division! On Slide 5: You Did It!, you see a celebratory message because you truly did a great job today! Remember, math is a universal language, and tools like Braille ensure that everyone can speak it fluently. It's so important to understand and respect the different ways we all learn and interact with the world, especially in subjects like math. Keep up the great work, and I'll see you next time!"