Creating Our Own Braille Patterns
In October, Grade 5 students took on the challenge of creating unique Braille alphabets!
In partners, student developed their own set of patterns, making sure no two letters were the same and that their patterns followed specific rules. This creative task showed us how math helps design systems like Braille, giving us insight into the problem-solving and innovation involved in making the world more accessible. This project was an IB Summative Assessment.
Success criteria for this project
- Create a minimum of 3 pattern rules for the alphabet – with as many interesting rules as possible – using the 6-dot Braille cell method
- Ensure the rules do not conflict with or break each other
- Write a sentence connecting patterns or math to an area of social justice
- Translate the sentence into Braille using the provided template
- Complete the hands-on experience with a Braille slate, stylus and stock card
- Reflect on the process including challenges and positive outcomes
More on the System of Braille
Braille is a system of raised dots that follow mathematical patterns. These patterns allow people who are blind to read and write, using math to make language accessible.
Our Grade 5 students explored how Braille uses numbers, organization, and patterns to represent the alphabet in a way that furthers social justice by breaking down barriers for those with visual impairments.
Louis Braille’s Journey
Louis Braille lost his sight at age three and began working on his Braille system as a teenager. At 12, he was introduced to “night writing,” which inspired him to create a new system for people who are blind using math and patterns. By age 15, he had developed Braille, a revolutionary way for people who were blind to read and write.
Louis Braille’s persistence and determination showed how one person, no matter how young or old, can use patterns and mathematical thinking to empower others and create a more just world.
Tech Time
“Students built on their math class exploration of patterning by designing Braille blocks with their initials in Tinkercad, a 3D design website. They added raised Braille dots and letter cutouts, connecting math and technology to deepen their learning. We printed these on our new 3D printers, and the results were fantastic!” – Randi Solomon, Technology Integration Specialist @ LB
Math for Social Justice
Using Braille slates and styluses, we wrote out different sentences on how math furthers social justice. Through this hands-on experience, we learned how writing Braille requires thinking in reverse—writing letters backwards!
“In Language Arts, we discussed what makes a sentence complete, informative and powerful, emphasizing clarity and impact. Through research, students also explored how math-based systems like Braille empower individuals, fostering a more just and inclusive world. – Alexa Lewis, PYP Language Arts teacher
The entire process reinforced how math helps us design tools like Braille, which ensures everyone can communicate and access information.
By: Miriam Toste, PYP Teacher
