Guidelines for Technical Material

Unified English Braille

Guidelines forTechnical Material
This version updated October 2008

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Last updated October 2008

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About this Document
This document has been produced by the Maths Focus Group, a subgroup of the
UEB Rules Committee within the International Council on English Braille (ICEB).
At the ICEB General Assembly in April 2008 it was agreed that the document
should be released for use internationally, and that feedback should be gatheredwith a view to a producing a new edition prior to the 2012 General Assembly.
The purpose of this document is to give transcribers enough information andexamples to produce Maths, Science and Computer notation in Unified English
Braille.
This document is available in the following file formats: pdf, doc or brf. These files
can be sourced through the ICEB representatives on your local Braille
Authorities.
Please send feedback on this document to ICEB, again through the Braille
Authority in your own country.

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Guidelines for Technical Material
1 General Principles..............................................................................................1
1.1 Spacing .......................................................................................................1
1.2 Underlying rules for numbers and letters.....................................................2
1.3 Print Symbols ..............................................................................................3
1.4 Format .........................................................................................................3
1.5 Typeforms ...................................................................................................4
1.6 Capitalisation...............................................................................................4
1.7 Use of Grade 1 indicators............................................................................5
2 Numbers and Abbreviations...............................................................................8
2.1 Whole numbers ...........................................................................................8
2.2 Decimals......................................................................................................9
2.3 Dates ...........................................................................................................9
2.4 Time ..........................................................................................................10
2.5 Ordinal numbers........................................................................................10
2.6 Roman Numerals ......................................................................................11
2.7 Emphasis of Digits....................................................................................11
2.8 Ancient Numeration systems.....................................................................11
2.9 Hexadecimal numbers...............................................................................122.10 Abbreviations...........................................................................................12
3 Signs of operation, comparison and omission .................................................15
3.1 Examples...................................................................................................16
3.2 Algebraic Examples...................................................................................17
3.3 Use of the braille hyphen...........................................................................17
3.4 Positive and negative numbers .................................................................18
3.5 Calculator keys..........................................................................................18
3.6 Omission marks in mathematical expressions...........................................19
4 Spatial Layout and Diagrams ...........................................................................20
4.1 Spatial calculations....................................................................................20
4.2 Tally marks ................................................................................................25
4.3 Tables .......................................................................................................26
4.4 Diagrams ...................................................................................................27
5 Grouping Devices (Brackets) ...........................................................................30
6 Fractions ..........................................................................................................31
6.1 Simple numeric fractions ...........................................................................31
6.2 Mixed numbers..........................................................................................31
6.3 Fractions written in linear form in print.......................................................32
6.4 General fraction indicators.........................................................................32
6.5 Extra Examples .........................................................................................33
7 Superscripts and subscripts .............................................................................34
7.1 Definition of an item...................................................................................34
7.2 Superscripts and subscripts within literary text..........................................35
7.3 Algebraic expressions involving superscripts ............................................35
7.4 Multiple levels............................................................................................37

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7.5 Negative superscripts................................................................................37
7.6 Examples from Chemistry .........................................................................38
7.7 Simultaneous superscripts and subscripts ................................................38
7.8 Left-displaced superscripts or subscripts ..................................................38
7.9 Modifiers directly above or below ..............................................................39
8 Square Roots and other radicals......................................................................40
8.1 Square roots..............................................................................................40
8.2 Cube roots etc ...........................................................................................41
8.3 Square root sign on its own .......................................................................41
9 Functions .........................................................................................................42
9.1 Spelling and capitalisation .........................................................................42
9.2 Italics .........................................................................................................42
9.3 Spacing .....................................................................................................43
9.4 Trigonometric functions .............................................................................44
9.5 Logarithmic functions ................................................................................45
9.6 The Limit function ......................................................................................46
9.7 Statistical functions....................................................................................46
9.8 Complex numbers .....................................................................................47
10 Set Theory, Group Theory and Logic.............................................................48
11 Miscellaneous Symbols .................................................................................50
11.1 Spacing ...................................................................................................51
11.2 Unusual Print symbols.............................................................................51
11.3 Grade 1 indicators ...................................................................................51
11.4 Symbols which have more than one meaning in print .............................51
11.5 Examples.................................................................................................52
11.6 Embellished capital letters.......................................................................55
11.7 Greek letters............................................................................................56
12 Bars and dots etc. over and under .................................................................57
12.1 The definition of an item ..........................................................................57
12.2 Two indicators applied to the same item .................................................59
13 Arrows............................................................................................................60
13.1 Simple arrows..........................................................................................60
13.2 Arrows with unusual shafts and a standard barbed tip ............................61
13.3 Arrows with unusual tips..........................................................................62
14 Shape Symbols and Composite Symbols ......................................................65
14.1 Use of the shape termination indicator ....................................................66
14.2 Transcriber defined shapes .....................................................................66
14.3 Combined shapes ...................................................................................67
15 Matrices and vectors......................................................................................69
15.1 Enlarged grouping symbols .....................................................................69
15.2 Matrices...................................................................................................69
15.3 Determinants ...........................................................................................70
15.4 Omission dots.........................................................................................70
15.5 Dealing with wide matrices ......................................................................71
15.6 Vectors ....................................................................................................72
15.7 Grouping of equations .............................................................................73

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16 Chemistry.......................................................................................................74
16.1 Chemical names......................................................................................75
16.2 Chemical formulae ..................................................................................75
16.3 Atomic mass numbers .............................................................................76
16.4 Electronic configuration ...........................................................................76
16.5 Chemical Equations ................................................................................77
16.6 Electrons .................................................................................................78
16.7 Structural Formulae.................................................................................78
17 Computer Notation.........................................................................................83
17.1 Definition of computer notation................................................................83
17.2 Line arrangement and spacing within computer notation ........................83
17.3 Grade of braille in computer notation ......................................................86

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Guidelines for Technical Material
1 General Principles
1.1 Spacing
1.1.1 The layout of the print should be preserved as nearly as possible. Howevercare should be taken in copying print spacing along a line as this is often simply
a matter of printing style. Spacing should be used to reflect the structure of themathematics. Spacing in print throughout a work is often inconsistent and it is notdesirable in the braille transcription that this inconsistency should be preserved.

1.1.2 For each work, a decision must be made on the spacing of operation signs(such as plus and minus) and comparison signs (such as equals and less than).
When presenting braille mathematics to younger children, include spaces before
and after operation signs and before and after comparison signs. For older
students who are tackling longer algebraic expressions there needs to be abalance between clarity and compactness. A good approach is to have theoperation signs unspaced on both sides but still include a space before and after
comparison signs. This is the approach used in most of the examples in thisdocument.

1.1.3 There are also situations where it is preferable to unspace a comparison
sign. One is when unspacing the sign would avoid dividing a complex expression
between lines in a complicated mathematical argument. Another is when thecomparison sign is not on the base line (for example sigma notation where i
equals 1 is in a small font directly below).

1.1.4 When isolated calculations appear in a literary text, the print spacing canbe followed.

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1.2 Underlying rules for numbers and letters
Listed below is a summary of the rules for Grade 1 mode and Numeric mode as
they apply to the brailling of numbers and letters in mathematics. Refer to thecomplete versions of these rules for more detail.

1.2.1 Grade 1 mode
A braille symbol may have both a grade 1 meaning and a contraction (i.e.
grade 2) meaning. Some symbols may also have a numeric meaning. A grade 1
indicator is used to set grade 1 mode when the grade 1 meaning of a symbol
could be misread as a contraction meaning or a numeric meaning.
Note that if a single letter (excluding a, i and o) occurs in an algebraic
expression, it can be misread as a contraction if it is "standing alone" so mayneed a grade 1 indicator. The same is true of a sequence of letters in braille that
could represent a shortform, such as ab or ac, if it is "standing alone".
A letter, or unbroken sequence of letters is "standing alone" if the symbols
before and after the letter or sequence are spaces, hyphens, dashes, or any
combination, or if on both sides the only intervening symbols between the letteror sequence and the space, hyphen or dash are common literary punctuation orindicator symbols. See the General Rule for a full definition of "standing alone".

1.2.2 Numeric mode
Numeric mode is initiated by the "number sign" (dots 3456) followed by one of
the ten digits, the comma or the decimal point.
The following symbols may occur in numeric mode: the ten digits; full stop;
comma; the numeric space (dot 5 when immediately followed by a digit); simple
numeric fraction line; and the line continuation indicator. A space or any symbol
not listed here terminates numeric mode, for example the hyphen or the dash.
A numeric mode indicator also sets grade 1 mode. Grade 1 mode, when initiatedby numeric mode, is terminated by a space, hyphen or dash. Therefore while
grade 1 mode is in effect, a grade 1 indicator is not required except for any oneof the lowercase letters a-j immediately following a digit, a full stop or a comma.
(Note that Grade 1 mode, when initiated by numeric mode, is not terminated by
the minus sign, ⠐⠤.)

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1.3 Print Symbols
One of the underlying design features of UEB is that each print symbol shouldhave one and only one braille equivalent. For example the vertical bar is used inprint to represent absolute value, conditional probability and the words "suchthat", to give just three examples. The same braille symbol should be used in allthese cases, and any rules for the use of the symbol in braille are independent of
the subject area. If a print symbol is not defined in UEB, it can be represented
either using one of the seven transcriber defined print symbols in Section 11, orby using the transcriber defined shape symbols in Section 14.

1.4 Format⠨⠿⠐

continuation indicator

1.4.1 In print, mathematical expressions are sometimes embedded in the text
and sometimes set apart. When an expression is set apart, the braille format
should indicate this by suitable indentation, for example cells 3 with overruns in
5 or cell 5 with overruns in 7. An embedded expression which does not fit on thecurrent braille line should only be divided if there is an obvious dividing point.
Often it is better to move the whole expression to the next braille line.

1.4.2 When dividing a mathematical expression, choice of a runover site should
follow mathematical structure:•••

before comparison signs
before operation signs (unless they are within one of the mathematicalunits below)
before a mathematical unit such aso fractions (and within the fraction consider the numerator anddenominator as units)o functionso radicals
o items with modifiers such as superscripts or barso shapes or arrowso anything enclosed in print or braille grouping symbols
o a number and its abbreviation or coordinates

Usually the best place to break is before a comparison sign or an operation sign.
Breaking between braille pages should be avoided.

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1.4.3 When an expression will not fit on one braille line and has to be divided,
the use of indentation as suggested in 1.4.1 should make it clear that the overrun
is part of the same expression. However in the unlikely case where the two
portions could be read as two separate expressions the continuation indicator(dot 5) should be placed immediately after the last cell of the initial line.
(a+b+c+d+e)(f+g+h+i+j) = (1+2+3+4+5)(6+7+8+9+10) = 600⠐⠣⠁⠐⠖⠃⠐⠖⠉⠐⠖⠙⠐⠖⠑⠐⠜⠐⠣⠋⠐⠖⠛⠐⠖⠓⠐⠖⠊⠐⠖⠚⠐⠜⠐⠶ ⠐⠣⠼⠁⠐⠖⠼⠃⠐⠖⠼⠉⠐⠖⠼⠙⠐⠖⠼⠑⠐⠜⠐⠐⠣⠼⠋⠐⠖⠼⠛⠐⠖⠼⠓⠐⠖⠼⠊⠐⠖⠼⠁⠚⠐⠜ ⠐⠶ ⠼⠋⠚⠚
1.5 Typeforms
In mathematics, algebraic letters are frequently italicised as a distinction fromordinary text. It is generally not necessary to indicate this in braille. However,when bold or other typeface is used to distinguish different types of mathematicalletters or signs from ordinary algebraic letters, e.g. for vectors or matrices, this
distinction should be retained in braille by using the appropriate typeform
indicator. See Section 2.7 for the emphasis of individual digits within numbers.

1.6 Capitalisation
In mathematics and science, strings of capital letters often occur, for example ina geometrical name, in a physics formula or in genetics. Such strings should
always be uncontracted. Capital word indicators (double caps) are normallyused. See Section 16 for advice on capital letters in chemical formulae. It ispreferable to also use this approach in genetics or other topics where there are
frequent changes of case within a sequence of letters.
rectangle ABCD
V = IR
Triangle RST
AB2
AB, BC and AC
IIIrd
HHHh

⠗⠑⠉⠞⠁⠝⠛⠇⠑ ⠠⠠⠁⠃⠉⠙⠰⠠⠧ ⠐⠶ ⠠⠠⠊⠗⠠⠞⠗⠊⠁⠝⠛⠇⠑ ⠠⠠⠗⠎⠞ not ⠠⠠⠗⠌⠠⠠⠁⠃⠰⠔⠼⠃⠰⠠⠠⠁⠃⠂ ⠠⠠⠃⠉ ⠯ ⠰⠠⠠⠁⠉⠠⠠⠊⠊⠊⠠⠄⠗⠙⠠⠓⠠⠓⠠⠓⠓

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Guidelines for Technical Material

1.7 Use of Grade 1 indicators⠨⠿⠰
grade 1 symbol indicator⠨⠿⠰⠰
grade 1 word indicator⠨⠿⠰⠰⠰ grade 1 passage indicator⠨⠿⠰⠄
grade 1 passage terminator⠨⠿⠐⠐⠿⠰⠰⠰ grade 1 passage indicator on a line of its own⠨⠿⠐⠐⠿⠰⠄
grade 1 passage terminator on a line of its own
1.7.1 Grade 1 indicators will not be needed for simple arithmetic problems
involving numbers, operation signs, numerical fractions and mixed numbers.
Evaluate the following:3 - 2½ =⠠⠑⠧⠁⠇⠥⠁⠞⠑ ⠮ ⠋⠕⠇⠇⠪⠬⠒⠼⠉ ⠐⠤ ⠼⠃⠼⠁⠌⠃ ⠐⠶1.7.2 Simple algebraic equations which include letters but no fraction or
superscript indicators may need grade 1 symbol indicators where letters standalone or follow numbers. (See Section 1.2 for the underlying rules and Section
3.2 for more examples)y = x+4c⠰⠽ ⠐⠶ ⠭⠐⠖⠼⠙⠰⠉

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1.7.3 More complex algebraic equations are best enclosed in grade 1 passage
indicators. This will ensure that isolated letters and indicators such as
superscript, subscript, fractions, radicals, arrows and shapes are well definedwithout the need for grade 1 symbol indicators.
Consider the following equation:
3x-4y+y² = x²⠠⠒⠎⠊⠙⠻ ⠮ ⠋⠕⠇⠇⠪⠬ ⠑⠟⠥⠁⠰⠝⠒⠰⠰⠰⠼⠉⠭⠐⠤⠼⠙⠽⠐⠖⠽⠔⠼⠃ ⠐⠶ ⠭⠔⠼⠃⠰⠄
Note that this particular equation could also be written⠼⠉⠭⠐⠤⠼⠙⠽⠐⠖⠽⠔⠼⠃ ⠐⠶ ⠭⠰⠔⠼⠃
because the left hand side of the equation is in grade 1 mode following thenumeric indicator (see Section 1.2).
Similarlyx 2 + 2x=1
1+ x2
(fraction: x squared plus 2x all over 1 + x squared close fraction)
can be safely written as⠰⠰⠰⠷⠭⠔⠼⠃⠐⠖⠼⠃⠭⠨⠌⠼⠁⠐⠖⠭⠔⠼⠃⠾ ⠐⠶ ⠼⠁⠰⠄
but could also be written⠰⠰⠷⠭⠔⠼⠃⠐⠖⠼⠃⠭⠨⠌⠼⠁⠐⠖⠭⠔⠼⠃⠾ ⠐⠶ ⠼⠁See Section 11.5 for more examples of the use of grade 1 passage indicators.

1.7.4 If a complex algebraic expression does not include a comparison sign
(such as an equals sign) then it is unlikely to include interior spaces in braille(see Section 1.1.2). In this case a grade 1 word indicator will be enough toensure that superscript, subscript, fractions, radicals, arrows and shapeindicators are well defined without the need for grade 1 symbol indicators.
Evaluate( y − x2 )⠠⠑⠧⠁⠇⠥⠁⠞⠑ ⠰⠰⠩⠐⠣⠽⠐⠤⠭⠔⠼⠃⠐⠜⠬⠲
See Section 7.3 for more examples of the use of grade 1 word indicators.

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1.7.5 When entire worked examples or sets of exercises are enclosed in grade 1
passage indicators, the grade 1 indicators can be preceded by the "use indicator"
and placed on a line of their own.
Solve the following quadratic equations:
1. x² - x - 2 = 0
2. x² -4x - 3 = 0
3. 2x² - x = 1⠠⠎⠕⠇⠧⠑ ⠮ ⠋⠕⠇⠇⠪⠬ ⠟⠥⠁⠙⠗⠁⠞⠊⠉ ⠑⠟⠥⠁⠰⠝⠎⠒⠐⠐⠿⠰⠰⠰⠼⠁⠲ ⠭⠔⠼⠃⠐⠤⠭⠐⠤⠼⠃ ⠐⠶ ⠼⠚⠼⠃⠲ ⠭⠔⠼⠃⠐⠤⠼⠙⠭⠐⠤⠼⠉ ⠐⠶ ⠼⠚⠼⠉⠲ ⠼⠃⠭⠔⠼⠃⠐⠤⠭ ⠐⠶ ⠼⠁⠐⠐⠿⠰⠄1.7.6 When only a few contracted words are involved, the grade 1 passage
indicator can be used to enclose entire worked examples and sets of exercises.
In this situation any words occurring in the exercises will be written in
uncontracted braille and isolated letters will not need letter signs. Where there ismore text involved it is better to stay in grade 2 and use grade 1 passage, wordor symbol indicators only as required.

1.7.7 In the examples in this document, grade 2 mode is assumed to be in effect,and grade 1 indicators have been included according to the guidelines in thissection. Minimising the number of indicators must be balanced against reducing
clutter within the expression itself. A grade 1 symbol indicator which occurs half
way through an expression may be more disruptive to the reader than a word or
passage indicator, even if these take up more cells. It is also important to use aconsistent approach when transcribing a particular text. Overall the focus should
be on mathematical clarity for the reader.
Further guidance will be given when more feedback has been received fromstudents.

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2 Numbers and Abbreviations
Refer to Section 1.2 for a summary of the rules for Grade 1 mode and Numericmode as they apply to the brailling of numbers and letters in mathematics.
The braille representation of numbers such as dates and times should reflect thepunctuation used in print.

2.1 Whole numbers
456

⠼⠙⠑⠋
3,000

⠼⠉⠂⠚⠚⠚
5 000 000⠼⠑⠐⠚⠚⠚⠐⠚⠚⠚
Calling seat numbers 30-59.

⠠⠉⠁⠇⠇⠬ ⠎⠂⠞ ⠝⠥⠍⠃⠻⠎ ⠼⠉⠚⠤⠼⠑⠊⠲In the 60's⠠⠔ ⠮ ⠼⠋⠚⠄⠎In the 60s⠠⠔ ⠮ ⠼⠋⠚⠎In the '60s⠠⠔ ⠮ ⠄⠼⠋⠚⠎
Phone 09-537 0891⠠⠏⠓⠐⠕ ⠼⠚⠊⠤⠼⠑⠉⠛⠐⠚⠓⠊⠁For negative numbers see 4.2.

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2.2 Decimals
8.93

⠼⠓⠲⠊⠉
0.7

⠼⠚⠲⠛
.7

⠼⠲⠛
Is the number in the range 2-5.5?

⠠⠊⠎ ⠮ ⠝⠥⠍⠃⠻ ⠔ ⠮ ⠗⠁⠝⠛⠑ ⠼⠃⠤⠼⠑⠲⠑⠦.8 is a decimal fraction.

⠼⠲⠓ ⠊⠎ ⠁ ⠙⠑⠉⠊⠍⠁⠇ ⠋⠗⠁⠉⠰⠝⠲For recurring decimals see Section 12 (bars, dots etc. over and under)

2.3 Dates
28-5-2001⠼⠃⠓⠤⠼⠑⠤⠼⠃⠚⠚⠁
5-28-01⠼⠑⠤⠼⠃⠓⠤⠼⠚⠁
2001/5/28⠼⠃⠚⠚⠁⠸⠌⠼⠑⠸⠌⠼⠃⠓
2001.5.28⠼⠃⠚⠚⠁⠲⠑⠲⠃⠓
28/5-31/5⠼⠃⠓⠸⠌⠼⠑⠤⠼⠉⠁⠸⠌⠼⠑

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Guidelines for Technical Material

2.4 Time
5:30 pm⠼⠑⠒⠼⠉⠚ ⠏⠍
5.30

⠼⠑⠲⠉⠚
08.00

⠼⠚⠓⠲⠚⠚
1300⠼⠁⠉⠚⠚
6-7 a.m.

⠼⠋⠤⠼⠛ ⠁⠲⠍⠲
6:15-7:45⠼⠋⠒⠼⠁⠑⠤⠼⠛⠒⠼⠙⠑
2.5 Ordinal numbers
1st

⠼⠁⠎⠞
2nd or 2d⠼⠃⠝⠙ ⠕⠗ ⠼⠃⠰⠙
3rd or 3d⠼⠉⠗⠙ ⠕⠗ ⠼⠉⠰⠙
4th

⠼⠙⠞⠓
1er

⠼⠁⠰⠑⠗

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2.6 Roman Numerals
Roman numerals should be brailled as if they were normal letters using the rules
for grade 1 mode. Note that "v" and "x" will have grade 1 indicators but "i" will not.
Read parts I, II and V.

⠠⠗⠂⠙ ⠐⠏⠎ ⠠⠊⠂ ⠠⠠⠊⠊ ⠯ ⠰⠠⠧⠲
Answer questions i, vi and x.

⠠⠁⠝⠎⠺⠻ ⠐⠟⠎ ⠊⠂ ⠧⠊ ⠯ ⠰⠭⠲
CD

⠰⠠⠠⠉⠙
2.7 Emphasis of Digits
If a typeform indicator applies to a digit or digits within a number, the numericindicator needs repeating after any typeform indicator. If the first digit is affected
then the typeform indicator should be placed before the numeric indicator.
67845

67845

67845

⠼⠋⠛⠘⠆⠼⠓⠙⠑⠼⠋⠛⠘⠂⠼⠓⠙⠑⠼⠋⠛⠘⠂⠼⠓⠙⠘⠄⠼⠑

67845

67845

⠸⠂⠼⠋⠛⠓⠸⠄⠼⠙⠑⠸⠆⠼⠋⠛⠓⠙⠑For recurring decimals see Section 12 (bars, dots etc. over and under)

2.8 Ancient Numeration systems
Braille symbols to represent numerals from other number systems may bedevised for each situation using transcriber defined print symbols. These should
be defined either on the special symbols page or in a transcriber's note. (Seeexample in Section 11.6.)

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2.9 Hexadecimal numbers
Hexadecimal numbers occur in a computer setting and are made up of the digits
0 to 9 and the letters A to F. They should be treated the same as any other stringof letters and numbers.
Fatal exception 0E has occurred at 0028:C00082CD⠠⠋⠁⠞⠁⠇ ⠑⠭⠉⠑⠏⠰⠝ ⠼⠚⠠⠑ ⠓⠁⠎ ⠕⠒⠥⠗⠗⠫ ⠁⠞⠼⠚⠚⠃⠓⠒⠠⠉⠼⠚⠚⠚⠓⠃⠠⠠⠉⠙
2.10 Abbreviations
The following signs are used for special print symbols:

⠨⠿⠈⠉
⠨⠿⠈⠑
⠨⠿⠈⠋
⠨⠿⠈⠇
⠨⠿⠈⠎
⠨⠿⠈⠽
⠨⠿⠈⠝

¢

cent

€

euro

₣

franc

£

pound (sterling)$dollar¥yen (Japan)₦

naira (Nigeria)

%
⠨⠿⠨⠴
⠨⠿⠘⠚
°
⠨⠿⠶
′
⠨⠿⠶⠶
′′
⠨⠿⠠⠘⠫⠁ Å

percent
degreefoot or minute (shown as a prime sign)
inch or second (shown as a double prime sign)
angstrom (A with small circle above)

Note that the Rand (South Africa) is written in print as a normal capital R sowould be brailled as such.
Note that the foot or minute may be shown in print by an apostrophe (') and theminute or second by a non directional double quote ("). This usage can befollowed in braille.

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Follow print for order, spacing, capitalisation and punctuation of abbreviations. (Ifit is unclear in print whether there is a space between a number and its unit, or if
print spacing is inconsistent, then it is recommended that a space is inserted in
the braille.)
Where should I write the dollar sign, US$ or $US?

⠠⠐⠱ ⠩⠙ ⠠⠊ ⠺⠗⠊⠞⠑ ⠮ ⠙⠕⠇⠇⠜ ⠎⠊⠛⠝⠂⠠⠠⠥⠎⠈⠎ ⠕⠗ ⠈⠎⠠⠠⠥⠎⠦
30 cents can be written as $0.30, 30c or 30¢.

⠼⠉⠚ ⠉⠢⠞⠎ ⠉ ⠆ ⠺⠗⠊⠞⠞⠢ ⠵ ⠈⠎⠼⠚⠲⠉⠚⠂⠼⠉⠚⠰⠉ ⠕⠗ ⠼⠉⠚⠈⠉⠲In South Africa, this would cost R13.51.

⠠⠔ ⠠⠎⠳⠹ ⠠⠁⠋⠗⠊⠉⠁⠂ ⠹ ⠺⠙ ⠉⠕⠌ ⠠⠗⠼⠁⠉⠲⠑⠁⠲
Before decimalisation, £1.75 was £1 15s so half of it was 17s 6d or 17/6.

⠠⠆⠋ ⠙⠑⠉⠊⠍⠁⠇⠊⠎⠁⠰⠝⠂ ⠈⠇⠼⠁⠲⠛⠑ ⠴⠈⠇⠼⠁ ⠼⠁⠑⠎ ⠎ ⠓⠁⠇⠋ ⠷ ⠭ ⠴ ⠼⠁⠛⠎ ⠼⠋⠰⠙ ⠕⠗⠼⠁⠛⠸⠌⠼⠋⠲
Half a yard is 1 ft 6 in or 1′ 6′′ which is about 45 cm or 0.45 m.

⠠⠓⠁⠇⠋ ⠁ ⠽⠜⠙ ⠊⠎ ⠼⠁ ⠋⠞ ⠼⠋ ⠔ ⠕⠗ ⠼⠁⠶⠼⠋⠶⠶ ⠱ ⠊⠎ ⠁⠃ ⠼⠙⠑ ⠉⠍ ⠕⠗ ⠼⠚⠲⠙⠑ ⠰⠍⠲1 L of water weighs 1000 g which is about 2 lbs 4 oz.

⠼⠁ ⠰⠠⠇ ⠷ ⠺⠁⠞⠻ ⠺⠑⠊⠣⠎ ⠼⠁⠚⠚⠚ ⠰⠛ ⠱⠊⠎ ⠁⠃ ⠼⠃ ⠇⠃⠎ ⠼⠙ ⠕⠵⠲Is the speed limit 30 mph or 50 km/h?

⠠⠊⠎ ⠮ ⠎⠏⠑⠫ ⠇⠊⠍⠊⠞ ⠼⠉⠚ ⠍⠏⠓ ⠕⠗ ⠼⠑⠚⠅⠍⠸⠌⠓⠦
Water freezes at 0°C or 32°F.

⠠⠺⠁⠞⠻ ⠋⠗⠑⠑⠵⠑⠎ ⠁⠞ ⠼⠚⠘⠚⠠⠉ ⠕⠗ ⠼⠉⠃⠘⠚⠠⠋⠲

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Guidelines for Technical Material

14

To decrease by 15% multiply by 0.85.

⠠⠞⠕ ⠙⠑⠉⠗⠂⠎⠑ ⠃⠽ ⠼⠁⠑⠨⠴ ⠍⠥⠇⠞⠊⠏⠇⠽ ⠃⠽⠼⠚⠲⠓⠑⠲
Add 1 can of beans, 1 c of flour, 2 T of oil and 1 tsp of baking powder.

⠠⠁⠙⠙ ⠼⠁ ⠉ ⠷ ⠃⠂⠝⠎⠂ ⠼⠁ ⠰⠉ ⠷ ⠋⠇⠳⠗⠂ ⠼⠃⠰⠠⠞ ⠷ ⠕⠊⠇ ⠯ ⠼⠁ ⠞⠎⠏ ⠷ ⠃⠁⠅⠬ ⠏⠪⠙⠻⠲
There are 360° in a revolution, 60′ in a degree and 60′′ in a minute.

⠠⠐⠮ ⠜⠑ ⠼⠉⠋⠚⠘⠚ ⠔ ⠁ ⠗⠑⠧⠕⠇⠥⠰⠝⠂ ⠼⠋⠚⠶ ⠔⠁ ⠙⠑⠛⠗⠑⠑ ⠯ ⠼⠋⠚⠶⠶ ⠔ ⠁ ⠍⠔⠥⠞⠑⠲
One complete orbit lasts 2yr 5m 15d 7h 17min and 45s.

⠠⠐⠕ ⠉⠕⠍⠏⠇⠑⠞⠑ ⠕⠗⠃⠊⠞ ⠇⠁⠌⠎ ⠼⠃⠽⠗ ⠼⠑⠍⠼⠁⠑⠰⠙ ⠼⠛⠰⠓ ⠼⠁⠛⠍⠊⠝ ⠯ ⠼⠙⠑⠎⠲A 6 V battery will cause a current of 3 A to flow through a resistance of 2 Ω.

⠠⠁ ⠼⠋ ⠰⠠⠧ ⠃⠁⠞⠞⠻⠽ ⠺ ⠉⠁⠥⠎⠑ ⠁ ⠉⠥⠗⠗⠢⠞ ⠷⠼⠉ ⠠⠁ ⠞⠕ ⠋⠇⠪ ⠐⠹ ⠁ ⠗⠑⠎⠊⠌⠨⠑ ⠷ ⠼⠃ ⠠⠨⠺⠲The reading was 15 mHz.

⠠⠮ ⠗⠂⠙⠬ ⠴ ⠼⠁⠑ ⠍⠠⠓⠵⠲The pattern says k4 p1 sl1 k1 psso.

⠠⠮ ⠏⠁⠞⠞⠻⠝ ⠎⠁⠽⠎ ⠅⠼⠙ ⠏⠼⠁ ⠎⠇⠼⠁ ⠅⠼⠁
⠏⠎⠎⠕⠲
1Å=

1
μ
10,000⠼⠁ ⠠⠘⠫⠁ ⠐⠶ ⠼⠁⠌⠁⠚⠂⠚⠚⠚ ⠨⠍Last updated October 2008

Guidelines for Technical Material

3 Signs of operation, comparison and omission
Operation signs:

⠨⠿⠐⠖
⠨⠿⠐⠤
⠨⠿⠐⠦
⠨⠿⠐⠌
⠨⠿⠸⠖
⠨⠿⠸⠤
⠨⠿⠐⠲

+

plus

–

minus (when distinguished from hyphen)xtimes (multiplication cross)÷

divided by (horizontal line between dots)±

plus or minus (plus over minus)mminus or plus (minus over plus)·

multiplication dot

Comparison signs:⠨⠿⠐⠶=
equals

⠨⠿⠈⠣
<
⠨⠿⠈⠜
>
⠨⠿⠸⠈⠣ ≤⠨⠿⠸⠈⠜ ≥⠨⠿⠐⠶⠈⠱ ≠
⠨⠿⠸⠔
≃
⠨⠿⠘⠔
≈

less than, or opening angle bracket
greater than, or closing angle bracket
less than or equal togreater than or equal to
not equal to (line through an equals sign)
approximately equal to (tilde over horizontal line)
approximately equal to (tilde over tilde)

Less common signs of comparison:⠨⠿⠨⠈⠣ «
is much less than

⠨⠿⠨⠈⠜
⠨⠿⠐⠸⠔
⠨⠿⠨⠐⠶
⠨⠿⠘⠐⠶

»
≅

is much greater than≑equals sign dotted above and below (approximately equal)≏

equals sign with bump in top bar (difference between or
approximately equal)⠨⠿⠸⠿≡⠨⠿⠸⠐⠶ ∝

tilde over equals sign (approximately equal)

equivalent to (three horizontal lines)
is proportional to

Ratio

⠨⠿⠒

:

ratio sign (represented by a colon as in print)

Last updated October 200815

Guidelines for Technical Material(see also Section 11 for signs of operation and comparison used in set theory,group theory and logic)

3.1 Examples
In most of the examples below, operation signs are unspaced from preceding
and following terms but comparison signs are spaced. The first two examples
show the use of extra space for the younger learner. Follow the guidelines in
Spacing (Section 1.1.2).
3+5 =8⠼⠉ ⠐⠖ ⠼⠑ ⠐⠶ ⠼⠓8–5=3⠼⠓ ⠐⠤ ⠼⠑ ⠐⠶ ⠼⠉3 x 5 = 5 x 3 = 15⠼⠉⠐⠦⠼⠑ ⠐⠶ ⠼⠑⠐⠦⠼⠉ ⠐⠶ ⠼⠁⠑2 cm + 4 cm = 6 cm⠼⠃ ⠉⠍⠐⠖⠼⠙ ⠉⠍ ⠐⠶ ⠼⠋ ⠉⠍200g x 5 = 1kg⠼⠃⠚⠚⠰⠛⠐⠦⠼⠑ ⠐⠶ ⠼⠁⠅⠛
5.72 m ÷ 10 = 57.2 cm⠼⠑⠲⠛⠃ ⠍⠐⠌⠼⠁⠚ ⠐⠶ ⠼⠑⠛⠲⠃ ⠉⠍15 ± 0.5⠼⠁⠑⠸⠖⠼⠚⠲⠑
Area = bh = 5·3 = 15⠠⠜⠑⠁ ⠐⠶ ⠃⠓ ⠐⠶ ⠼⠑⠐⠲⠼⠉ ⠐⠶ ⠼⠁⠑3.9 x 4.1 ≃ 16⠼⠉⠲⠊⠐⠦⠼⠙⠲⠁ ⠸⠔ ⠼⠁⠋5-3≠3-5⠼⠑⠐⠤⠼⠉ ⠐⠶⠈⠱ ⠼⠉⠐⠤⠼⠑
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Guidelines for Technical Material

17

A scale of 1:200⠠⠁ ⠎⠉⠁⠇⠑ ⠷ ⠼⠁⠒⠼⠃⠚⠚(although the ratio sign is used to compare two numbers, it is best treated as an
operation sign for purposes of spacing)
2 : 4 = 6 : 12⠼⠃⠒⠼⠙ ⠐⠶ ⠼⠋⠒⠼⠁⠃
3.2 Algebraic Examples
In the algebraic examples below note the use of the grade 1 indicator whenevera letter is "standing alone" according to the definition in Section 1.2 and so could
read as a contraction. In the last example, the colon itself could read as the cc
contraction.
If y ∝ x then y = kx⠠⠊⠋ ⠰⠽ ⠸⠐⠶ ⠰⠭ ⠮⠝ ⠰⠽ ⠐⠶ ⠅⠭Find θ if 0 ≤ θ ≤ 2π⠠⠋⠔⠙ ⠨⠹ ⠊⠋ ⠼⠚ ⠸⠈⠣ ⠨⠹ ⠸⠈⠣ ⠼⠃⠨⠏
y=x+4⠰⠽ ⠐⠶ ⠭⠐⠖⠼⠙
2y = 2c – 4⠼⠃⠽ ⠐⠶ ⠼⠃⠰⠉⠐⠤⠼⠙
d + ab = ac⠙⠐⠖⠁⠃ ⠐⠶ ⠰⠁⠉The ratio x : y⠠⠮ ⠗⠁⠞⠊⠕ ⠭⠰⠒⠽
3.3 Use of the braille hyphen
If the minus sign and hyphen are indistinguishable in print then the braille hyphen
can be used for both. However most maths and science texts show the minus
sign as slightly longer than a hyphen in print so the dot 5 form is best usedthroughout.
interest-rate – inflation-rate
Last updated October 2008

Guidelines for Technical Material18⠔⠞⠻⠑⠌⠤⠗⠁⠞⠑⠐⠤⠔⠋⠇⠁⠰⠝⠤⠗⠁⠞⠑The temperature was 15 -17. (ambiguous print)⠠⠮ ⠞⠑⠍⠏⠻⠁⠞⠥⠗⠑ ⠴ ⠼⠁⠑⠤⠼⠁⠛⠲
3.4 Positive and negative numbers
Sometimes positive and negative numbers, as opposed to added or subtracted
numbers, are shown in print by a plus sign or a minus sign being written as a left
superscript (that is being written above and to the left of the number). This can beshown in braille using the superscript indicator. (See Section 7)
Graduate the x axis from -4 to +5.
(with the plus and minus signs in the central position in print)⠠⠛⠗⠁⠙⠥⠁⠞⠑ ⠮ ⠰⠭ ⠁⠭⠊⠎ ⠋ ⠐⠤⠼⠙ ⠞⠕ ⠐⠖⠼⠑⠲
Evaluate -2 + -3
(with the minus signs in the superscript position in print)⠠⠑⠧⠁⠇⠥⠁⠞⠑ ⠰⠔⠐⠤⠼⠃⠐⠖⠔⠐⠤⠼⠉
3.5 Calculator keys
When numbers and operators are enclosed in boxes to show that calculator keys
are to be pressed, it may not be helpful to use the shape enclosure indicators in
Section 14.3. If the boxes need to be shown then an alternative approach is to
use the underline indicator and a transcriber's note.

3

+

4

=

7

⠈⠨⠣⠠⠐⠥⠇⠔⠬ ⠩⠪⠎ ⠞ ⠮ ⠎⠽⠍⠃⠕⠇ ⠴ ⠃⠕⠭⠫⠔ ⠏⠗⠔⠞⠲⠈⠨⠜⠸⠆⠼⠉ ⠸⠆⠐⠖ ⠸⠆⠼⠙ ⠸⠆⠐⠶ ⠸⠆⠼⠛

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Guidelines for Technical Material

19

3.6 Omission marks in mathematical expressions
⠨⠿⠐⠠⠤
⠨⠿⠨⠤
⠨⠿⠬
⠨⠿⠫⠼⠙
3 + 7 = ————long dash___underscore
visible space□square (see Section 14)(omission shown as a centred horizontal line in print)⠼⠉⠐⠖⠼⠛ ⠐⠶ ⠐⠠⠤3 + 7 = ___(omission shown as a low horizontal line in print)⠼⠉⠐⠖⠼⠛ ⠐⠶ ⠨⠤3+7=?

(omission shown as a question mark in print)⠼⠉⠐⠖⠼⠛ ⠐⠶ ⠰⠦3□ 7 = 10(omission shown as an empty square in print)⠼⠉⠫⠼⠙⠱⠼⠛ ⠐⠶ ⠼⠁⠚3

7 = 10(omission shown as an unmarked gap in print)⠼⠉⠬⠼⠛ ⠐⠶ ⠼⠁⠚
9
3
=
12

(omission shown within a fraction in print)⠼⠊⠌⠁⠃ ⠐⠶ ⠰⠷⠼⠉⠨⠌⠬⠾
Note that the visible space is the same symbol as the closing root indicator(defined in section 12). If the radicand is to be filled in then the symbol would be
repeated to terminate the root.
5 =⠼⠑ ⠐⠶ ⠰⠰⠩⠬⠬

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Guidelines for Technical Material

4 Spatial Layout and Diagrams
4.1 Spatial calculations
⠨⠿⠐⠒
⠨⠿⠸
⠨⠿⠼
⠨⠿⠼⠼
⠨⠿⠼⠄

begin horizontal line mode
vertical line segment
spaced numeric indicator
numeric passage indicator
numeric passage terminator

Where horizontal lines are needed within children's sums, horizontal line mode
should be used. The layout of the calculation can follow print, though feedback
from teachers working with students should also be taken into account. These
guidelines can also be applied for other spatial arrangements such as financial
statements or accountancy texts.
Columns to be added should not contain numeric indicators or operation signs.
This can be achieved by aligning numeric indicators vertically - a numericindicator followed by a space still initiates numeric mode.
Alternatively use the numeric passage indicator and the numeric terminator
which set numeric mode and grade 1 mode for the enclosed text. In a numericpassage numeric indicators are not used, and any lowercase letter a to j ispreceded by a grade 1 indicator.
The line above and below spatial calculations should either be blank, or should
only contain the numeric passage indicator or terminator.

4.1.1 Addition or subtraction
456
+ 34
490

⠼⠙⠑⠋
⠐⠖⠼ ⠉⠙⠐⠒⠒⠒⠼⠙⠊⠚
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Guidelines for Technical Material

21

The second version below illustrates the use of the numeric passage indicator.
The placement of the operation sign does not need to follow print, but can be
adjusted to suit local teaching practices. Indentation has been used to keep thecolumns of the calculation clear of numeric indicators.

⠼⠼⠙⠑⠋ ⠐⠖
⠉⠙
⠐⠒⠒
⠙⠊⠚
⠼⠄
4.1.2 Long multiplication
123
×12
246
123
1476

⠼⠼
⠁⠃⠉ ⠐⠦
⠁⠃
⠐⠒⠒⠒
⠃⠙⠋
⠁⠃⠉
⠐⠒⠒⠒
⠁⠙⠛⠋
⠼⠄

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Guidelines for Technical Material

22

4.1.3 Division
The spaced vertical line segment (dots 456) can be used to represent the curved
or straight line used in print to denote "5 into 15". A single space may also be
acceptable. The layout of division calculations can be adjusted to suit local
teaching practices.

5 15 = 3⠐⠒⠒⠒⠒⠼⠑ ⠸ ⠼⠁⠑ ⠐⠶ ⠼⠉Below, the version on the left follows print layout, while the version on the right is
an Australian example which has been adjusted to make it easier for the student
to replicate.
__93_
5)465
45__
15
15_

__93_
5)465
45__
15
15_

⠼⠼

⠼⠼

⠊⠉
⠐⠒⠒⠒⠒
⠑ ⠸ ⠙⠋⠑
⠙⠑
⠐⠒⠒
⠁⠑
⠁⠑
⠐⠒⠒
⠼⠄

Last updated October 2008⠑ ⠸ ⠙⠋⠑
⠙⠑ ⠸⠊
⠐⠒⠒
⠁⠑ ⠸⠉
⠁⠑
⠐⠒⠒
⠼⠄
⠠⠁⠝⠎⠒ ⠼⠊⠉

Guidelines for Technical Material

23

4.1.4 Spatial fractions for teaching purposes
2
3

⠼⠃
⠐⠒
⠼⠉
1 1 2 3 5
+ = + =
3 2 6 6 6

⠼⠼
⠁
⠁
⠃
⠉
⠑
⠐⠒ ⠐⠖ ⠐⠒ ⠐⠶ ⠐⠒ ⠐⠖ ⠐⠒ ⠐⠶ ⠐⠒
⠉
⠃
⠋
⠋
⠋
⠼⠄
4.1.5 Carryovers
Insert spaces between the digits in braille so that the small numbers can beplaced on their own row above or below the central calculation. The layout of thistype of example can be adjusted to suit local teaching practices.
3 12
11 4
1 8

⠼⠼
⠁
⠉ ⠃ ⠐⠤
⠁ ⠙
⠁
⠐⠒⠒⠒
⠁ ⠓
⠼⠄

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Guidelines for Technical Material

24

4.1.6 Cancellation⠨⠿⠈⠱line through previous item (defined in Chapter 12)

When cancellation of numbers or expressions is shown in print, it is sometimes
better to preserve the usual braille form and explain the process in a transcriber'snote. Take the age of the student into account and check with local teachingpractices.
For the fraction example below, two possible approaches are shown.
1

3/ 8
8
× =
5 9/ 3 15

Spatial arrangement

⠼⠼
⠁
⠉⠈⠱
⠓
⠓
⠐⠒⠒⠒ ⠐⠦ ⠐⠒⠒⠒ ⠐⠶ ⠐⠒⠒
⠑
⠊⠈⠱
⠁⠑
⠉
⠼⠄
Using cancellation lines within general fraction indicators (See Chapter 6)⠰⠷⠼⠉⠈⠱⠼⠁⠨⠌⠼⠑⠾⠐⠦⠷⠼⠓⠨⠌⠼⠊⠈⠱⠼⠉⠾ ⠐⠶ ⠼⠓⠌⠁⠑

4.1.7 Numbered calculations
If a series of calculations are numbered, then numeric passage indicators can beused to enclose the whole series. However it is recommended that the numericindicator is also used before each item number. Ex:

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Guidelines for Technical Material
1

25

2

12
+34

36
+52

3

4

63
+19

154
+76

⠼⠼
⠼⠁

⠼⠃

⠁⠃ ⠐⠖
⠉⠙
⠐⠒⠒

⠉⠋ ⠐⠖
⠑⠃
⠐⠒⠒

⠼⠉

⠼⠙

⠋⠉ ⠐⠖
⠁⠊
⠐⠒⠒
⠼⠄

⠁⠑⠙ ⠐⠖⠛⠋⠐⠒⠒

4.2 Tally marks⠨⠿⠸⠨⠿⠸ ⠸⠸⠸⠒

tally mark (vertical line segment)
4 tally marks with strike through (representing 5 items)

The horizontal or diagonal strike-through represents the counting of a fifth item.
This can either be shown as a fifth tally mark in braille or the " 4 tally marks withstrike-though" symbol can be used. Ex:
Eighteen|||| ||||

||||

|||

⠠⠑⠊⠣⠞⠑⠢⠸⠸⠸⠸⠒ ⠸⠸⠸⠸⠒ ⠸⠸⠸⠸⠒ ⠸⠸⠸or⠠⠑⠊⠣⠞⠑⠢⠸⠸⠸⠸⠸ ⠸⠸⠸⠸⠸ ⠸⠸⠸⠸⠸ ⠸⠸⠸Last updated October 2008

Guidelines for Technical Material

26

4.3 Tables
Horizontal line mode is used to underline the column headings. Two spaces areleft between columns. If numbers are to be added they should be right adjusted.
Ex:y = x2 − 3
x
y
-1
-2
0
-3
1
-2
2
1
3
6

⠰⠰⠰⠽ ⠐⠶ ⠭⠔⠼⠃⠐⠤⠼⠉⠰⠄
⠰⠭
⠐⠒⠒⠒
⠐⠤⠼⠁
⠼⠚
⠼⠁
⠼⠃
⠼⠉

⠰⠽
⠐⠒⠒⠒
⠐⠤⠼⠃
⠐⠤⠼⠉
⠐⠤⠼⠃
⠼⠁
⠼⠋

It is also acceptable to include a boxing line above and below the table.

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Guidelines for Technical Material

27

4.4 Diagrams
This section does not attempt to give advice on the design of tactile diagrams oron the range of production methods available.

4.4.1 Horizontal Line Mode
Most transcribers have experimented with the use of braille symbols for drawing
simple box shapes or family trees. Although these are often not as readable as araised line drawing, they still have their uses.
If an unbroken braille line begins with the horizontal line mode indicator⠐⠒then all the other cells in that line will be read as shapes rather than symbols.
If vertical lines are also shown using the vertical line segment ⠸ then a backtranslation process or a tuned in reader can be clear that this is a diagram rather
than a string of text.

⠐⠒⠒⠒⠒⠲⠒⠒⠒⠒⠲
⠸
⠸
⠸
⠸
⠸
⠸
⠐⠒⠒⠒⠒⠚⠒⠒⠒⠒⠚⠓⠢⠗⠽ ⠰⠍ ⠍⠜⠽⠸⠐⠒⠒⠒⠒⠒⠒⠺⠒⠒⠒⠒⠒⠒⠒⠲
⠸
⠸
⠸
⠎⠥⠑
⠙⠁⠧⠑
⠏⠁⠞
Refer to the Line Drawing Rule for a list of useful cell patterns to use within
horizontal line mode. Special mention is made of arrow symbols which can beused without terminating horizontal line mode. The following two examples
illustrate the use of arrow symbols and also include unlisted dot patterns for the
shapes of the hollow and solid circles used in print to represent the open or
closed end of an interval.

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In the print example below a number line is graduated from -2 to 3 and aninterval is marked above it starting at 0 and finishing with an open circle at 2. In
the braille version, UEB arrow mode is used for the left and right pointing arrows(See Section 13) and horizontal line mode is used between them. The interval
itself is shown as a line finishing with the dot pattern ⠽ for the empty circle.

⠐⠒⠒⠒⠒⠒⠒⠒⠒⠒⠽⠳⠪⠐⠒⠒⠺⠒⠒⠒⠒⠺⠒⠒⠒⠒⠺⠒⠒⠒⠒⠺⠒⠒⠒⠒⠺⠒⠒⠒⠒⠺⠒⠒⠒⠳⠕⠐⠤⠼⠃ ⠐⠤⠼⠁
⠼⠚
⠼⠁
⠼⠃
⠼⠉
In the second example below the interval starts with a solid circle at -2 andfinishes at 0. In the braille version, the dot pattern ⠿ has been used for the solid
circle.

⠿⠒⠒⠒⠒⠒⠒⠒⠒⠒⠒⠳⠪⠐⠒⠒⠺⠒⠒⠒⠒⠺⠒⠒⠒⠒⠺⠒⠒⠒⠒⠺⠒⠒⠒⠒⠺⠒⠒⠒⠒⠺⠒⠒⠒⠳⠕⠐⠤⠼⠃ ⠐⠤⠼⠁
⠼⠚
⠼⠁
⠼⠃
⠼⠉
Note that in this second braille example, the horizontal line mode indicator⠐⠒
could not precede the circle symbol without obscuring the position of that startpoint on the number line. In any diagram, tactual clarity may be deemed more
important than technical ambiguity.
Always bear in mind that a well executed raised line drawing will generally bemore readable than a diagram created using braille cell patterns.
See Section 16 for examples of chemistry structures drawn using horizontal line
mode and vertical and diagonal line segments.
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4.4.2 Labelling diagrams
This section does not attempt to give advice on how to effectively label a diagram
in braille so that it is clear to the reader which part of the diagram each label
refers to. Rather, it lists code accommodations which can be made within thecontent of certain labels when space is at a premium.

•

When labelling points, lines etc with single letters, these can beconsistently shown as two cells by omitting the grade 1 indicator for all
capital letters and including it for all lowercase letters including a, i and o.

•

When graduating an axis with negative numbers, the hyphen could be
used instead of the minus sign (ie the dot 5 prefix could be omitted).
Include a transcriber's note.

•

When writing coordinates such as (2, -3), any of the following could beconsidered: omitting the space; omitting the dot 5 prefix from the roundbrackets; omitting the dot 5 prefix from the minus sign. Include atranscriber's note.

•

When labelling a line or curve with its equation, the space either side ofthe equals sign could be omitted.

•

When labelling angles, the degree sign could be omitted. Include atranscriber's note.

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5 Grouping Devices (Brackets)
⠨⠿⠐⠣
⠨⠿⠐⠜
⠨⠿⠨⠣
⠨⠿⠨⠜
⠨⠿⠸⠣
⠨⠿⠸⠜
⠨⠿⠈⠣
⠨⠿⠈⠜
⠨⠿⠸⠳

(
)
[
]
{
}
<
>
|

⠨⠿⠠⠐⠣
⠨⠿⠠⠐⠜
⠨⠿⠠⠨⠣
⠨⠿⠠⠨⠜
⠨⠿⠠⠸⠣
⠨⠿⠠⠸⠜
⠨⠿⠠⠸⠳

big (multi-line) opening round parenthesis

opening round parenthesis
closing round parenthesis
opening square bracket
closing square bracket
opening curly braceclosing curly brace
opening angle bracket
closing angle bracket
vertical bar (open or close absolute value or modulus)

big (multi-line) closing round parenthesis
big (multi-line) opening square bracket
big (multi-line) closing square bracket
big (multi-line) opening curly brace
big (multi-line) closing curly brace
big (multi-line) vertical bar

Print brackets are usually unspaced from the items they enclose and the sameshould be done in braille. See Section 15 for the layout of matrices and vectors.
Let the midpoint of A(3, -5) and B(0, 4) be the point (x, y)⠠ ⠇⠑⠞ ⠮ ⠍⠊⠙⠏⠕⠔⠞ ⠷ ⠠⠁⠐⠣⠼⠉⠂ ⠐⠤⠼⠑⠐⠜ ⠯⠠⠃⠐⠣⠼⠚⠂ ⠼⠙⠐⠜ ⠆ ⠮ ⠏⠕⠔⠞ ⠐⠣⠰⠭⠂ ⠰⠽⠐⠜⠲[2(x+y)] ÷ 4 < 10⠨⠣⠼⠃⠐⠣⠭⠐⠖⠽⠐⠜⠨⠜⠐⠌⠼⠙ ⠈⠣ ⠼⠁⠚|-6| = |6| = 6 (absolute value)⠸⠳⠐⠤⠼⠋⠸⠳ ⠐⠶ ⠸⠳⠼⠋⠸⠳ ⠐⠶ ⠼⠋Consider the sequence < Tn >.

⠠⠒⠎⠊⠙⠻ ⠮ ⠎⠑⠟⠥⠰⠑ ⠈⠣⠠⠞⠰⠢⠝⠈⠜⠲

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6 Fractions
⠨⠿⠌
⠨⠿⠨⠌
⠨⠿⠷
⠨⠿⠾

simple numeric fraction line
general fraction line
general fraction open indicator
general fraction close indicator

6.1 Simple numeric fractions
A simple numeric fraction is one whose numerator and denominator contain only
digits, decimal points, commas or separator spaces and whose fraction line inprint is drawn between the two vertically (or nearly vertically) arranged numbers.
In such a case a numeric fraction line symbol may be used between the
numerator and denominator and continues the numeric mode.

5of the class are boys.
8⠼⠑⠌⠓ ⠷ ⠮ ⠉⠇⠁⠎⠎ ⠜⠑ ⠃⠕⠽⠎⠲
Calculate

5.7
2,000

⠠⠉⠁⠇⠉⠥⠇⠁⠞⠑ ⠼⠑⠲⠛⠌⠃⠂⠚⠚⠚
6.2 Mixed numbers
Mixed numbers should be treated as two unspaced numeric items.
2½ cups of sugar⠼⠃⠼⠁⠌⠃ ⠉⠥⠏⠎ ⠷ ⠎⠥⠛⠜
1750 cm = 1¾ m⠼⠁⠛⠑⠚ ⠉⠍ ⠐⠶ ⠼⠁⠼⠉⠌⠙ ⠰⠍Last updated October 2008

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6.3 Fractions written in linear form in print
The numeric fraction line need not be used when the print is expressed linearlyusing an ordinary slash (oblique stroke) symbol. In such a case the same
symbols can be used as in print.
3/8 of the class are girls.

⠼⠉⠸⠌⠼⠓ ⠷ ⠮ ⠉⠇⠁⠎⠎ ⠜⠑ ⠛⠊⠗⠇⠎⠲
6.4 General fraction indicators
If the numerator or denominator is not entirely numeric as defined in 6.1, then thegeneral fraction indicators should be used. After the opening indicator thenumerator expression is written, then the general fraction line symbol, then the
denominator expression and finally the closing indicator. Both numerator anddenominator may be any kind of expression whatever, including fractions ofeither simple numeric or general type.
In the verbalisations below, quotation marks have been used to reflect the spatial
arrangement used in print.

y=

x
2

(y = "x over 2")⠰⠰⠰⠽ ⠐⠶ ⠷⠭⠨⠌⠼⠃⠾⠰⠄
21

2
x+ y

(two and a half over "x+y")⠰⠷⠼⠃⠼⠁⠌⠃⠨⠌⠭⠐⠖⠽⠾
2/3
5(2/3 all over 5)⠰⠷⠼⠃⠸⠌⠼⠉⠨⠌⠼⠑⠾
x y
+
2 3
x+ y

(fraction "x over 2" + "y over 3" all over "x+y")⠰⠰⠷⠷⠭⠨⠌⠼⠃⠾⠐⠖⠷⠽⠨⠌⠼⠉⠾⠨⠌⠭⠐⠖⠽⠾

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distancetime(speed = distance over time, showing alternative useage of grade 1 indicators)

speed =⠰⠰⠰⠎⠏⠑⠑⠙ ⠐⠶ ⠷⠙⠊⠎⠞⠁⠝⠉⠑⠨⠌⠞⠊⠍⠑⠾⠰⠄⠎⠏⠑⠫ ⠐⠶ ⠰⠰⠷⠙⠊⠎⠞⠁⠝⠉⠑⠨⠌⠞⠊⠍⠑⠾⠎⠏⠑⠫ ⠐⠶ ⠰⠷⠲⠞⠨⠑⠨⠌⠐⠞⠰⠾
6.5 Extra Examples
These examples are included to further illustrate the difference in print between
simple numeric fractions as defined in 6.1, and fractions which will need general
fraction indicators in braille as defined in 6.3.
Simple numeric fractions
3
73
4
4

3
4.2

5.3
4,200

5

3
4

Fractions needing general fraction indicators because they contain letters
x
x
x
3
a
3x
y
4,000
4
b
b+c
4
Fractions needing general fraction indicators because they contain something
more than digits, commas or decimal points.
2
32
$55
24m
?
2−5
3
6
5
3cm
4
4
3

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7 Superscripts and subscripts
⠨⠿⠢
⠨⠿⠔
⠨⠿⠨⠢
⠨⠿⠨⠔
⠨⠿⠣
⠨⠿⠜

level change down (subscript)
level change up (superscript or exponent)
expression directly below
expression directly above
braille grouping open
braille grouping close

7.1 Definition of an item
The scope of any of the four level change indicators, that is, the symbol(s)affected by it, is the next "item". An item is defined as any of the following
groupings if immediately after the level change indicator:
1. An entire number, i.e. the initiating numeric symbol and all succeeding
symbols within the numeric mode thus established (which would include
any interior decimal points, commas, separator spaces, or simple numericfraction lines).
2. An entire general fraction, enclosed in fraction indicators (see Section 6).
3. An entire radical expression, enclosed in radical indicators (see Section
8).
4. An arrow (see Section 13).
5. An arbitrary shape (see Section 14).
6. Any expression enclosed in matching pairs of round parentheses, square
brackets or curly braces (see Section 5).
7. Any expression enclosed in the braille grouping indicators.
8. If none of the foregoing apply, the item is simply the next individual
symbol.

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7.2 Superscripts and subscripts within literary text
Note that if a superscript or subscript appears within a grade 2 passage, it willneed a grade 1 indicator.
The area is 6 m2

(The area is 6 m squared)⠠⠮ ⠜⠑⠁ ⠊⠎ ⠼⠋ ⠍⠰⠔⠼⠃The points P1 and P2(The points P sub 1 and P sub 2)⠠⠮ ⠏⠕⠔⠞⠎ ⠠⠏⠰⠢⠼⠁ ⠯ ⠠⠏⠰⠢⠼⠃
Smith wrote a paper56 which says . . .

(super 56 indicating a footnote)⠠⠎⠍⠊⠹ ⠺⠗⠕⠞⠑ ⠁ ⠏⠁⠏⠻⠰⠔⠼⠑⠋ ⠱ ⠎⠁⠽⠎ ⠲⠲⠲The formula for water is H2O(The formula for water is H sub 2 endsub O )⠠⠮ ⠿⠍⠥⠇⠁ ⠿ ⠺⠁⠞⠻ ⠊⠎ ⠠⠓⠰⠢⠼⠃⠠⠕
7.3 Algebraic expressions involving superscripts
Refer to the definition of an item in 7.1 to decide when braille grouping symbols
are required. Note that the braille grouping symbols themselves have analternative grade 2 meaning.
In the verbalisations below, quotation marks have been used to reflect the spatial
arrangement used in print.

x2
⠭⠰⠔⠼⠃

(x squared)(x squared times y)x2y⠭⠰⠔⠼⠃⠽(x to the 2y)x2y⠰⠰⠭⠔⠣⠼⠃⠽⠜

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xy+1("x to the y" + 1)⠭⠰⠔⠽⠐⠖⠼⠁
xy+1(x to the "y+1")⠰⠰⠭⠔⠣⠽⠐⠖⠼⠁⠜
xy+1+3(x to the "y+1" + 3)⠰⠰⠭⠔⠣⠽⠐⠖⠼⠁⠜⠐⠖⠼⠉(x to the two thirds)
x⅔⠭⠰⠔⠼⠃⠌⠉x2
3(x squared over 3)⠰⠰⠷⠭⠔⠼⠃⠨⠌⠼⠉⠾(x to the "half y")x½y⠰⠰⠭⠔⠣⠼⠁⠌⠃⠽⠜("x to the half" y)x ½y⠭⠰⠔⠼⠁⠌⠃⠽
a
b

x y=x

(x superscript "a over b" end superscript y = x)⠰⠰⠰⠭⠔⠷⠁⠨⠌⠃⠾⠽ ⠐⠶ ⠭⠰⠄x 2 + 2x=1
1+ x2
x 2 + 2x = 1 + x 2
x=½(If fraction "x squared + 2x" all over "1 + x squared" end fraction =1
x squared + 2x = 1 + x squared
x = 1 over 2)

If⠰⠰⠰⠠⠊⠋ ⠷⠭⠔⠼⠃⠐⠖⠼⠃⠭⠨⠌⠼⠁⠐⠖⠭⠔⠼⠃⠾ ⠐⠶ ⠼⠁⠭⠔⠼⠃⠐⠖⠼⠃⠭ ⠐⠶ ⠼⠁⠐⠖⠭⠔⠼⠃⠭ ⠐⠶ ⠼⠁⠌⠃⠰⠄

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7.4 Multiple levels
Note that a superscript which itself has a superscript does not fit the above
definition of an item. In such cases braille grouping symbols are required.

ex2(e to the x squared)⠰⠰⠑⠔⠣⠭⠔⠼⠃⠜

e

(x2 )

(e to the open parenthesis x squared close parenthesis)⠰⠰⠑⠔⠐⠣⠭⠔⠼⠃⠐⠜Pxi(P with an x sub i in the subscript position)⠰⠰⠠⠏⠢⠣⠭⠢⠊⠜
7.5 Negative superscripts
Negative superscripts must be enclosed in braille grouping symbols. (This isbecause a minus sign can be an item in its own right, as in 7.6 below)

0.0045 = 4.5 x 10-3

(0.0045 = 4.5 times 10 to the minus 3)⠼⠚⠲⠚⠚⠙⠑ ⠐⠶ ⠼⠙⠲⠑⠐⠦⠼⠁⠚⠔⠣⠐⠤⠼⠉⠜
v = 60 ms-1

(v = 60 ms to the minus 1)⠰⠰⠰⠧ ⠐⠶ ⠼⠋⠚ ⠍⠎⠔⠣⠐⠤⠼⠁⠜⠰⠄
a-2b(a to the minus 2b power)⠰⠰⠁⠔⠣⠐⠤⠼⠃⠰⠃⠜

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7.6 Examples from Chemistry
See Section 16 for more examples.
CH4 + 2 Cl = CH3Cl + HCl⠰⠰⠰⠠⠉⠠⠓⠢⠼⠙⠐⠖⠼⠃⠠⠉⠇⠐⠶ ⠠⠉⠠⠓⠢⠼⠉⠠⠉⠇⠐⠖⠠⠓⠠⠉⠇⠰⠄
Ions H+ , Cl- and Ca2+⠠⠊⠕⠝⠎ ⠠⠓⠰⠔⠐⠖⠂ ⠠⠉⠇⠰⠔⠐⠤ ⠯ ⠰⠰⠠⠉⠁⠔⠣⠼⠃⠐⠖⠜

7.7 Simultaneous superscripts and subscripts
If more than one superscript or subscript apply, work from bottom to top, or left toright. If the print indicates by the placing of the subscript that it is being applied
after the superscript then the order can be reversed.

x12 = y 23

(x sub 1 squared equals y sub 2 cubed)⠰⠰⠰⠭⠢⠼⠁⠔⠼⠃ ⠐⠶ ⠽⠢⠼⠃⠔⠼⠉⠰⠄(x squared sub k)
x2 k⠰⠰⠭⠔⠼⠃⠢⠅

7.8 Left-displaced superscripts or subscripts
Sometimes in print a superscript or subscript is written to the left of the basesymbol instead of to the right. These are handled simply by using thecorresponding ordinary index expression prior to the base symbol.
238
92

U (U with 92 written below left and 238 written above left)⠰⠰⠢⠼⠊⠃⠔⠼⠃⠉⠓⠠⠥-

2 + -3 = -5
position)(minus 2 + minus 3 = minus 5 with minus signs in the superscript⠰⠰⠰⠔⠐⠤⠼⠃⠐⠖⠔⠐⠤⠼⠉ ⠐⠶ ⠔⠐⠤⠼⠑⠰⠄

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7.9 Modifiers directly above or below
If something is written directly above or below a term rather than to the right orleft, use the directly above indicator or directly below indicator instead of thesuperscript or subscript indicator.
Common modifers such as the bar, arrow, dot, tilde, hat or arc are treatedseparately in Section 12.
n

∑ xi2
x=1

(The sum from i = 1 to n of x sub i squared with summation limits directly below
and above a capital sigma)⠰⠰⠠⠨⠎⠨⠢⠣⠭⠐⠶⠼⠁⠜⠨⠔⠝⠭⠢⠊⠔⠼⠃
lim f(x) = 1
x→a(The limit, as x tends to a, of f of x, = 1, with x arrow a directly below lim)⠰⠰⠰⠇⠊⠍⠨⠢⠣⠭⠳⠕⠁⠜⠋⠐⠣⠭⠐⠜ ⠐⠶ ⠼⠁⠰⠄

x⠭⠰⠱

(x with bar over it)(see Section 12.1)

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8 Square Roots and other radicals⠨⠿⠩ open radical (root)⠨⠿⠬ close radical (root)⠨⠿⠐⠩ square root sign without vinculum
8.1 Square roots
The expression inside the square root sign in print (the radicand) should be
preceded by the open radical sign and followed by the close radical sign. The
radicand itself may be any expression whatsoever, and may therefore containradicals as well as other mathematical structures. Note that both the opening andclosing radical signs have alternative grade 2 meanings so may need grade 1
indicators.
9 =3(the square root of 9 = 3)⠰⠩⠼⠊⠬ ⠐⠶ ⠼⠉(Note that the square root of a simple number still needs to be terminated by theclose radical sign.)

r = x2 + y2

(r = the square root of x squared + y squared end root)⠰⠰⠰⠗ ⠐⠶ ⠩⠭⠔⠼⠃⠐⠖⠽⠔⠼⠃⠬⠰⠄
783.2 x 6.547
0.4628(the square root of fraction 783.2 times 6.547 over 0.4628 end fraction end root)⠰⠰⠩⠷⠼⠛⠓⠉⠲⠃⠐⠦⠼⠋⠲⠑⠙⠛⠨⠌⠼⠚⠲⠙⠋⠃⠓⠾⠬− b ± b 2 − 4ac2a(x = the fraction: minus b plus-or-minus the square root of b squared minus 4ac
end root all over 2a)x=⠰⠰⠰⠭ ⠐⠶ ⠷⠐⠤⠃⠸⠖⠩⠃⠔⠼⠃⠐⠤⠼⠙⠰⠁⠉⠬⠨⠌⠼⠃⠰⠁⠾⠰⠄

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8.2 Cube roots etc
In print the radical index, if present, is printed above and to the left of the radical
sign. This index is placed in braille as a superscript expression immediately
following the opening radical symbol.
3

8=2(the cube root of 8 = 2)⠰⠰⠩⠔⠼⠉⠼⠓⠬ ⠐⠶ ⠼⠃q = 3 x3 + y3 + z 3(q = the cube root of x cubed + y cubed + z cubed end root)⠰⠰⠰⠟ ⠐⠶ ⠩⠔⠼⠉⠭⠔⠼⠉⠐⠖⠽⠔⠼⠉⠐⠖⠵⠔⠼⠉⠬⠰⠄mnxy(the mn-th root of xy )⠰⠰⠩⠔⠣⠍⠝⠜⠭⠽⠬
3
4

81 = ( 4 81) 3 = ( 81 ) 3 = ( 9 ) 3 = 33 = 27
(81 to the three-quarters = (the fourth root of 81) cubed = (the square root of thesquare root of 81) cubed = (the square root of 9) cubed = three cubed = 27)⠰⠰⠰⠼⠓⠁⠔⠼⠉⠌⠙ ⠐⠶ ⠐⠣⠩⠔⠼⠙⠼⠓⠁⠬⠐⠜⠔⠼⠉⠐⠶ ⠐⠣⠩⠩⠼⠓⠁⠬⠬⠐⠜⠔⠼⠉ ⠐⠶ ⠐⠣⠩⠼⠊⠬⠐⠜⠔⠼⠉⠐⠶ ⠼⠉⠔⠼⠉ ⠐⠶ ⠼⠃⠛⠰⠄
8.3 Square root sign on its own
Sometimes print omits the horizontal line (vinculum) above the radicand. In older
books √4 could mean the square root of 4, but in some modern contexts could bejust a sequence of symbols.
When introducing simple roots to younger children, it is better to introduce theconcept of opening and closing indicators from the start. If it is clear from thecontext that this is a square root, then it is best to assume an intended vinculum
and to use the standard form. If, however, the square root sign is being used as
an isolated graphic symbol then the dot 5 form can be used. Ex.
4=2√4 = 2The √ sign⠰⠩⠼⠙⠬ ⠐⠶ ⠼⠃⠰⠩⠼⠙⠬ ⠐⠶ ⠼⠃⠠⠮ ⠐⠩ ⠎⠊⠛⠝

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9 Functions
If a function name is preceded or followed by a letter of the same font andalphabet, it may not be clear where the function name begins or ends. In print
this is clarified using a variety of techniques. Take the example a times the
cosine of t. In print this is often written a cos t. Notice that here the a and t are
written in italics to show they are variables, and a small space is included eitherside of the function name. This technique is also used in print to distinguish word
fragments other than functions.
The examples in this section are taken from secondary school science andmathematics but the same rules should be followed when dealing with functions
within any subject area.

9.1 Spelling and capitalisation
Follow print for the spelling and capitalisation of function names.
Find the value of Cosine B.

⠠⠋⠔⠙ ⠮ ⠧⠁⠇⠥⠑ ⠷ ⠠⠉⠕⠎⠔⠑ ⠰⠠⠃⠲
9.2 Italics
Where letters before or after the function name are written in italics to indicate
they are variables, the italics should be omitted in accordance with rule 1.3.

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9.3 Spacing
Where the function name is preceded or followed by a letter, a space may beneeded, to remove ambiguity as to where the function name begins and ends.
The space is not needed if the function name is already separated by a bracket
or by a braille indicator such as a capitalisation indicator, a Greek letter indicator
or a fraction indicator. Care should be taken when a capital letter precedes afunction name. This is summarised below.

9.3.1 If a function name is directly preceded or followed by a number, then thenumber should be written unspaced from the function name.
Sin 30⠠⠎⠊⠝⠼⠉⠚
3 tan 45º

(3 tan 45 degrees)⠼⠉⠞⠁⠝⠼⠙⠑⠘⠚
4 cos 5x⠼⠙⠰⠉⠕⠎⠼⠑⠭
9.3.2 Insert a space if a function name is followed directly by a lower case Latin
letter with no intervening braille indicators or brackets.
log y⠇⠕⠛ ⠰⠽sin θ(sin theta)

⠎⠊⠝⠨⠹
Sec A

⠠⠎⠑⠉⠠⠁log (x+y)⠇⠕⠛⠐⠣⠭⠐⠖⠽⠐⠜
Lim

x
2

(Lim "x over 2")⠰⠰⠠⠇⠊⠍⠷⠭⠨⠌⠼⠃⠾

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9.3.3 Insert a space if a function name is preceded directly by a lower or upper
case Latin letter with no intervening braille indicators or brackets. Note that
letters isolated by these extra spaces may need grade 1 indicators.
x sin 60⠰⠭ ⠎⠊⠝⠼⠋⠚
x Sin 60⠭⠠⠎⠊⠝⠼⠋⠚
X log y⠰⠠⠭ ⠇⠕⠛ ⠰⠽x Log y⠭⠠⠇⠕⠛ ⠰⠽sin (A+B) = sin A cos B + cos A sin B⠎⠊⠝⠐⠣⠠⠁⠐⠖⠠⠃⠐⠜⠐⠶ ⠎⠊⠝⠠⠁ ⠉⠕⠎⠠⠃⠐⠖⠉⠕⠎⠠⠁ ⠎⠊⠝⠠⠃
sin 2β = 2 sin β cos β(sin 2 beta = 2 sin beta cos beta)⠎⠊⠝⠼⠃⠨⠃ ⠐⠶ ⠼⠃⠎⠊⠝⠨⠃⠉⠕⠎⠨⠃
9.4 Trigonometric functions
Common trigonometric functions are
Sine, Cosine, Tangent, Secant, Cosecant and Cotangent,usually abbreviated in print tosin, cos, tan, sec, cosec and cot.
Their inverses may be written in print assin¯¹ (sin superscript minus 1), cos¯¹, tan¯¹, sec¯¹, cosec¯¹ and cot¯¹.
or less commonly as arcsin, arccos, arctan, arcsec, arccosec and arccot.
You may also meet the associated hyperbolic functions
sinh, cosh, tanh, sech, cosech and coth and their inverseso 2then θ = sin-1 0.5 = 30º=h 4(If sin theta = o over h = 2 over 4 then theta = sin to the minus 1 of 0.5 = 30
degrees)If sin θ =⠠⠊⠋ ⠰⠰⠰⠎⠊⠝⠨⠹ ⠐⠶ ⠷⠕⠨⠌⠓⠾ ⠐⠶ ⠼⠃⠌⠙⠰⠄ ⠮⠝⠰⠰⠰⠨⠹ ⠐⠶ ⠎⠊⠝⠔⠣⠐⠤⠼⠁⠜⠼⠚⠲⠑ ⠐⠶ ⠼⠉⠚⠘⠚⠰⠄

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Prove sec2 x = 1 + tan2 x

45(Prove sec squared x = 1 + tan squared x)⠠⠏⠗⠕⠧⠑ ⠰⠰⠰⠎⠑⠉⠔⠼⠃⠭ ⠐⠶ ⠼⠁⠐⠖⠞⠁⠝⠔⠼⠃⠭⠰⠄
cosh xsinh x 2(Find the derivative of f of x = fraction cosh x over sinh x squared end fraction)

Find the derivative of f(x) =⠠⠋⠔⠙ ⠮ ⠙⠻⠊⠧⠁⠞⠊⠧⠑ ⠷⠰⠰⠰⠋⠐⠣⠭⠐⠜ ⠐⠶ ⠷⠉⠕⠎⠓ ⠭⠨⠌⠎⠊⠝⠓ ⠭⠔⠼⠃⠾⠰⠄
9.5 Logarithmic functions
The logarithmic function is usually written log or Log and may be followed by asubscript indicating the base. A logarithm to base e is called a natural log and isoften abbreviated to ln.
3 log x⠼⠉⠇⠕⠛ ⠰⠭
log2 8 = 3(log base 2 of 8 = 3)⠰⠰⠇⠕⠛⠢⠼⠃⠼⠓ ⠐⠶ ⠼⠉ln e = 1⠇⠝ ⠰⠑ ⠐⠶ ⠼⠁Log a + Log b = Log ab⠰⠰⠰⠠⠇⠕⠛ ⠁⠐⠖⠠⠇⠕⠛ ⠃ ⠐⠶ ⠠⠇⠕⠛ ⠁⠃⠰⠄
∫ tan x dx = ln cos x +c
(The integral of tan x with respect to x = the natural log of cos x + a constant)⠰⠰⠰⠮⠞⠁⠝ ⠭⠙⠭ ⠐⠶ ⠇⠝ ⠉⠕⠎ ⠭⠐⠖⠉⠰⠄
loga xloga b(The log base b of x = the log base a of x over the log base a of b)
logb x =⠰⠰⠰⠇⠕⠛⠢⠃⠭ ⠐⠶ ⠷⠇⠕⠛⠢⠁⠭⠨⠌⠇⠕⠛⠢⠁⠃⠾⠰⠄

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9.6 The Limit function
Limit, lim, lm, lt are all used to indicate limit, sometimes with capitals, sometimes
without.
Note: see Section 13 for the representation of arrows.
Lim f(x) = 1
x→a(The limit, as x tends to a, of f of x, = 1, with x arrow a directly below lim )⠰⠰⠠⠇⠊⠍⠨⠢⠣⠭⠳⠕⠁⠜⠋⠐⠣⠭⠐⠜ ⠐⠶ ⠼⠁
limit
θ →0

sinθ

θ

=1

(The limit, as theta tends to 0, of sin theta over theta, = 1)⠰⠰⠇⠊⠍⠊⠞⠨⠢⠣⠨⠹⠳⠕⠼⠚⠜⠷⠎⠊⠝⠨⠹⠨⠌⠨⠹⠾ ⠐⠶ ⠼⠁9.7 Statistical functions
Probability is shown in print in many ways, including P, Prob or Pr. Other
statistical functions include expectation which may be shown in print as E or Exp.
Pr (A and B) = Pr A + Pr B
(probability of A and B = probability of A + probability of B)⠠⠏⠗⠐⠣⠠⠁ ⠯ ⠰⠠⠃⠐⠜ ⠐⠶ ⠠⠏⠗⠠⠁⠐⠖⠠⠏⠗⠠⠃
Exp(R) =n+1
2(The expectation of R = "n over 2" +1)⠰⠰⠰⠠⠑⠭⠏⠐⠣⠠⠗⠐⠜ ⠐⠶ ⠷⠝⠨⠌⠼⠃⠾⠐⠖⠼⠁⠰⠄

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9.8 Complex numbers
Functions used in complex number theory include arg (argument), Re (real part),
Im (imaginary part) and cis.
arg (z1z2) = arg z1 + arg z2(arg of z sub 1 z sub 2 = arg z sub 1 + arg z sub 2)⠰⠰⠰⠁⠗⠛⠐⠣⠵⠢⠼⠁⠵⠢⠼⠃⠐⠜⠐⠶ ⠁⠗⠛ ⠵⠢⠼⠁⠐⠖⠁⠗⠛ ⠵⠢⠼⠃⠰⠄
z = r cis θ = r cos θ +ir sin θ(z = r cis theta = r cos theta + ir sin theta)⠰⠰⠰⠵ ⠐⠶ ⠗ ⠉⠊⠎⠨⠹⠐⠶ ⠗ ⠉⠕⠎⠨⠹⠐⠖⠊⠗ ⠎⠊⠝⠨⠹⠰⠄

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10 Set Theory, Group Theory and Logic
⠨⠿⠨⠖
∪
⠨⠿⠨⠦
∩
⠨⠿⠈⠚
∅
⠨⠿⠶
′
⠨⠿⠘⠑
∈
⠨⠿⠈⠘⠑ ∋
⠨⠿⠘⠣
⊂
⠨⠿⠘⠜
⊃
⠨⠿⠸⠘⠣ ⊆⠨⠿⠸⠘⠜ ⊇⠨⠿⠨⠘⠣ ⊊⠨⠿⠨⠘⠜ ⊋

union (upright U shape

⠨⠿⠈⠸⠣
⠨⠿⠈⠸⠜
⠨⠿⠸⠸⠣

⊳

is a normal subgroup of (closed "less than")⊲inverse "is normal subgroup" (closed "greater than")⊴is normal subgroup of or equal(closed "less than", line under)

⠨⠿⠸⠸⠜

⊵

⠨⠿⠨⠸⠣
⠨⠿⠨⠸⠜
∨
⠨⠿⠈⠖
⠨⠿⠈⠦
∧
⠨⠿⠈⠹
¬
⠨⠿⠸⠒
⊢
⠨⠿⠈⠸⠒ ⊣⠨⠿⠘⠸⠒ ⊨⠨⠿⠨⠸⠒

intersection (inverted U shape)
null set (slashed zero)complement (prime sign)
is an element of (variant epsilon)contains as an element (reverse variant epsilon)contained in, is a subset of (U open to right)
contains, is a superset of (U open to left)
contained in or equal tocontains or equal tocontained in, but not equal to (proper subset)
contains, but is not equal to (proper superset)

inverse "normal subgroup or equal"(closed "greater than", line under)
normal subgroup but not equal(closed "less than", cancelled line under)
inverse "normal subgroup but not equal"(closed "greater than", cancelled line under)or (upright v shape)and (inverted v shape)"not" sign (line horizontal, then down at right)
assertion ("is a theorem" sign; "T" lying on left side)
reverse assertion ("T" lying on right side)"is valid" sign (assertion with double stem on "T")reverse "is valid" sign

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If A = {1, 2, 3, 4}
and B = {2, 4, 5, 8}
is 3 ∈ A ∩ B

and is A ∩ B ⊂ A ∪ B?

(is 3 an element of A intersection B)(and is A intersection B a subset of A union B)⠠⠊⠋ ⠠⠁ ⠐⠶ ⠸⠣⠼⠁⠂ ⠼⠃⠂ ⠼⠉⠂ ⠼⠙⠸⠜⠯ ⠰⠠⠃ ⠐⠶ ⠸⠣⠼⠃⠂ ⠼⠙⠂ ⠼⠑⠂ ⠼⠓⠸⠜⠊⠎ ⠼⠉ ⠘⠑ ⠠⠁⠨⠦⠠⠃⠯ ⠊⠎ ⠠⠁⠨⠦⠠⠃ ⠘⠣ ⠠⠁⠨⠖⠠⠃⠦A′∪B′ = (A ∩ B)′(the union of A complement and B complement = the complement of theintersection of A and B)⠰⠰⠰⠠⠁⠶⠨⠖⠠⠃⠶ ⠐⠶ ⠐⠣⠠⠁⠨⠦⠠⠃⠐⠜⠶⠰⠄For the statements p and q[(p ∨ q) ∧ ¬p] ├ q(Either p or q; and not p; therefore, q)⠠⠿ ⠮ ⠌⠁⠞⠑⠰⠞⠎ ⠰⠏ ⠯ ⠰⠟⠰⠰⠰⠨⠣⠐⠣⠏⠈⠖⠟⠐⠜⠈⠦⠈⠹⠏⠨⠜ ⠸⠒ ⠟⠰⠄Last updated October 2008

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11 Miscellaneous Symbols
⠨⠿⠮
⠨⠿⠈⠮
⠨⠿⠈⠙
⠨⠿⠘⠙
⠨⠿⠶
⠨⠿⠸⠐⠶
⠨⠿⠈⠔
⠨⠿⠈⠢
⠨⠿⠐⠔
⠨⠿⠐⠴
⠨⠿⠸⠳
⠨⠿⠼⠿
⠨⠿⠖
⠨⠿⠸⠪
⠨⠿⠨⠸⠪
⠨⠿⠼⠸⠪
⠨⠿⠼⠇
⠨⠿⠼⠤
⠨⠿⠠⠡
⠨⠿⠈⠌
⠨⠿⠘⠢
⠨⠿⠘⠁
⠨⠿⠈⠁
⠨⠿⠸⠡
⠨⠿⠨⠤
⠨⠿⠸⠹
⠨⠿⠨⠡
⠨⠿⠨⠳

∫

integral sign∮

closed line integral (small circle halfway up)∂

partial derivative (curly d)∇del, nabla (inverted capital delta)′

prime (when distinguished from apostrophe in print)∝

is proportional to (varies as)~

tilde (swung dash)^caret (hat)∗asterisk◦hollow dot|

vertical bar∞

infinity!

factorial sign (exclamation mark in print)∠

angle sign∡

measured angle sign
measured right angle sign∥

parallel to⊥perpendicular to∴"therefore" (three dots in upright pyramid)∵"since" (three dots in inverted pyramid)∃∀"there exists" (reverse E)@

at sign\backslash_underscore#cross hatch&

ampersand¦broken vertical bar"for all" (inverted A)

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⠨⠿⠹
⠨⠿⠼⠹
⠨⠿⠈⠼⠹
⠨⠿⠘⠼⠹
⠨⠿⠸⠼⠹
⠨⠿⠐⠼⠹
⠨⠿⠨⠼⠹

51

first transcriber-defined print symbol
second transcriber-defined print symbol
third transcriber-defined print symbol
fourth transcriber-defined print symbol
fifth transcriber-defined print symbol
sixth transcriber-defined print symbol
seventh transcriber-defined print symbol

11.1 Spacing
In general, the spacing of symbols can follow print. However if a symbol is clearly
being used as a sign of operation or comparison, follow the guidelines in Section
1.1.

11.2 Unusual Print symbols
If a print symbol is not defined in UEB, it can be represented either using one of
the seven transcriber defined print symbols above, or by using the transcriber
defined shape symbols in Section 14. (See example 11.5.9 below)

11.3 Grade 1 indicators
If the braille version of a print symbol also has a grade 2 meaning, and grade 1
mode is not already in force, then grade 1 indicators will be needed. Symbols in
the list above for which this applies are the integral sign, the prime sign and thetherefore sign.

11.4 Symbols which have more than one meaning inprint
One of the underlying design features of UEB is that each print symbol shouldhave one and only one braille equivalent. For example the vertical bar is used inprint to represent absolute value, conditional probability and the words "suchthat", to give just three examples. The same braille symbol should be used in allthese cases.

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11.5 Examples
11.5.1
If y = f(x) then the derivative isdy∂yor f′ (x) and the partial derivative is.
dx∂x(If y = f(x) then the derivative is dy over dx or f dash x and the partial derivative iscurly d y over curly d x)⠠⠊⠋ ⠰⠽ ⠐⠶ ⠋⠐⠣⠭⠐⠜ ⠮⠝ ⠮ ⠙⠻⠊⠧⠁⠞⠊⠧⠑ ⠊⠎⠰⠰⠷⠙⠽⠨⠌⠙⠭⠾ ⠕⠗ ⠰⠰⠋⠶⠐⠣⠭⠐⠜ ⠯ ⠮ ⠐⠏⠊⠁⠇⠙⠻⠊⠧⠁⠞⠊⠧⠑ ⠊⠎ ⠰⠰⠷⠈⠙⠽⠨⠌⠈⠙⠭⠾⠲
11.5.23∫ (2 x + 1)dx
2

= [ x 2 + x]32
= (3 2 + 3) − (2 2 + 2)
= 12 − 6 = 6(the integral from 2 to 3 of (2x+1) dx = [x squared + x] sub 2 super 3 = (3 squared+ 3) minus (2 squared +2) = 12-6 = 6)⠰⠰⠰⠮⠢⠼⠃⠔⠼⠉⠐⠣⠼⠃⠭⠐⠖⠼⠁⠐⠜⠙⠭⠐⠶ ⠨⠣⠭⠔⠼⠃⠐⠖⠭⠨⠜⠢⠼⠃⠔⠼⠉⠐⠶ ⠐⠣⠼⠉⠔⠼⠃⠐⠖⠼⠉⠐⠜⠐⠤⠐⠣⠼⠃⠔⠼⠃⠐⠖⠼⠃⠐⠜⠐⠶ ⠼⠁⠃⠐⠤⠼⠋ ⠐⠶ ⠼⠋⠰⠄
Note: the spacing of the integral sign in print can be unclear or inconsistent. In
braille it is best to have the integral sign unspaced from the function and treat its
limits as subscripts and superscripts. The dx at the end means "integrate withrespect to x", and can also be written unspaced.

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11.5.3n⎛n⎞n!
C r = ⎜⎜ ⎟⎟ =⎝ r ⎠ r!(n − r )!

(super n capital C sub r = enlarged brackets enclosing n at the top and r at thebottom = fraction n factorial over r factorial times (n minus r) factorial end
fraction)⠰⠰⠰⠔⠝⠠⠉⠢⠗ ⠐⠶ ⠐⠣⠝⠻⠗⠐⠜⠐⠶ ⠷⠝⠖⠨⠌⠗⠖⠐⠣⠝⠐⠤⠗⠐⠜⠖⠾⠰⠄
Note: the binomial coefficient works better as a shape than a vector (refer to
14.3.3).

11.5.4∗ is distributive over ◦ ifa∗(b◦c) = (a∗b)◦(a∗ c)(asterisk is distributive over hollow dot if
a asterisk (b hollow dot c) = (a asterisk b) hollow dot (a asterisk c))⠐⠔ ⠊⠎ ⠲⠞⠗⠊⠃⠥⠞⠊⠧⠑ ⠕⠧⠻ ⠐⠴ ⠊⠋⠁⠐⠔⠐⠣⠃⠐⠴⠉⠐⠜ ⠐⠶ ⠐⠣⠁⠐⠔⠃⠐⠜⠐⠴⠐⠣⠁⠐⠔⠉⠐⠜
Note: the hollow dot should not be used to represent the abbreviation for
degrees, which is covered in Section 3.

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11.5.5
If f: X → Y is a function then the relation f-1: Y → X is itself a function if and only if∀y ∈ Y ∃x ∈ X such that f(x) = y(If f from X to Y is a function then the relation f super minus 1 from Y to X is itself
a function if and only if for all y in Y there exists x in X such that f of x = y)⠊⠋ ⠰⠰⠰⠋⠒ ⠠⠭ ⠳⠕ ⠠⠽⠰⠄⠮ ⠗⠑⠇⠁⠰⠝ ⠰⠰⠰⠋⠔⠣⠐⠤⠼⠁⠜⠒⠭⠋ ⠁ ⠋⠥⠝⠉⠰⠝ ⠊⠋ ⠯ ⠕⠝⠇⠽⠰⠰⠰⠘⠁⠽ ⠈⠑ ⠠⠽ ⠘⠢⠭ ⠈⠑⠰⠰⠰⠋⠐⠣⠭⠐⠜ ⠐⠶ ⠽⠰⠄⠊⠎ ⠁ ⠋⠥⠝⠉⠰⠝ ⠮⠝⠠⠽ ⠳⠕ ⠠⠭⠰⠄ ⠊⠎⠊⠋⠠⠭⠰⠄ ⠎⠡ ⠞Note: see Section 13 for the representation of arrows.

11.5.6{(x, y) | x+y = 6}
(The set of (x, y) such that x + y = 6)⠰⠰⠰⠸⠣⠐⠣⠭⠂ ⠽⠐⠜ ⠸⠳ ⠭⠐⠖⠽ ⠐⠶ ⠼⠋⠸⠜⠰⠄

11.5.7Babylonian numerals use two symbols,

means 1 andmeans 10.

⠠⠃⠁⠃⠽⠇⠕⠝⠊⠁⠝ ⠝⠥⠍⠻⠁⠇⠎ ⠥⠎⠑ ⠞⠺⠕⠎⠽⠍⠃⠕⠇⠎⠂ ⠰⠹ ⠍⠂⠝⠎ ⠼⠁ ⠯ ⠼⠹ ⠍⠂⠝⠎ ⠼⠁⠚⠲
Note: the two transcriber defined symbols would be defined either on the special
symbols page or in a transcriber's note.

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11.6 Embellished capital letters
Embellished capital letters are often used to name common sets such as theuniversal set E, the set of real numbers R or integers I. These vary in print frombook to book but can be represented in braille by the script typeform indicators.
The set of real numbers ℜ⠠⠮ ⠎⠑⠞ ⠕⠋ ⠗⠂⠇ ⠝⠥⠍⠃⠻⠎ ⠈⠆⠠⠗

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11.7 Greek letters
Greek letters are used heavily in Mathematics. The alphabet is listed below.
Refer also to the Rule on Letters and their modifiers.

⠨⠿⠨⠁
⠨⠿⠨⠃
⠨⠿⠨⠛
⠨⠿⠨⠙
⠨⠿⠨⠑
⠨⠿⠨⠵
⠨⠿⠨⠱
⠨⠿⠨⠹
⠨⠿⠨⠊
⠨⠿⠨⠅
⠨⠿⠨⠇
⠨⠿⠨⠍
⠨⠿⠨⠝
⠨⠿⠨⠭
⠨⠿⠨⠕
⠨⠿⠨⠏
⠨⠿⠨⠗
⠨⠿⠨⠎
⠨⠿⠨⠞
⠨⠿⠨⠥
⠨⠿⠨⠋
⠨⠿⠨⠯
⠨⠿⠨⠽
⠨⠿⠨⠺

α Greek alphaβ Greek betaγ Greek gamma
δ Greek delta
ε Greek epsilon
ζ Greek zeta
η Greek eta
θ Greek theta
ι Greek iota
κ Greek kappa
λ Greek lambda
μ Greek mu
ν Greek nu
ξ Greek xi
ο Greek omicron
π Greek pi
ρ Greek rho
ς or σ Greek sigma
τ Greek tau
υ Greek upsilon
φ Greek phi
χ Greek chi
ψ Greek psi
ω Greek omega

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⠨⠿⠠⠨⠁
⠨⠿⠠⠨⠃
⠨⠿⠠⠨⠛
⠨⠿⠠⠨⠙
⠨⠿⠠⠨⠑
⠨⠿⠠⠨⠵
⠨⠿⠠⠨⠱
⠨⠿⠠⠨⠹
⠨⠿⠠⠨⠊
⠨⠿⠠⠨⠅
⠨⠿⠠⠨⠇
⠨⠿⠠⠨⠍
⠨⠿⠠⠨⠝
⠨⠿⠠⠨⠭
⠨⠿⠠⠨⠕
⠨⠿⠠⠨⠏
⠨⠿⠠⠨⠗
⠨⠿⠠⠨⠎
⠨⠿⠠⠨⠞
⠨⠿⠠⠨⠥
⠨⠿⠠⠨⠋
⠨⠿⠠⠨⠯
⠨⠿⠠⠨⠽
⠨⠿⠠⠨⠺

Α capital Greek alphaΒ capital Greek betaΓ capital Greek gamma
Δ capital Greek deltaΕ capital Greek epsilon
Ζ capital Greek zeta
Η capital Greek eta
Θ capital Greek thetaΙ capital Greek iota
Κ capital Greek kappaΛ capital Greek lambda
Μ capital Greek muΝ capital Greek nu
Ξ capital Greek xi
Ο capital Greek omicronΠ capital Greek pi
Ρ capital Greek rhoΣ capital Greek sigma
Τ capital Greek tauΥ capital Greek upsilon
Φ capital Greek phiΧ capital Greek chiΨ capital Greek psiΩ capital Greek omegaGuidelines for Technical Material

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12 Bars and dots etc. over and under
⠨⠿⠱
⠨⠿⠠⠱
⠨⠿⠈⠱
⠨⠿⠘⠱
⠨⠿⠠⠘⠱
⠨⠿⠘⠲
⠨⠿⠠⠘⠲
⠨⠿⠸⠱
⠨⠿⠠⠸⠱
⠨⠿⠐⠱
⠨⠿⠠⠐⠱
⠨⠿⠨⠸⠱

bar over previous itembar under previous item
line through previous item (cancellation, "not")simple right-pointing arrow over previous item
simple right-pointing arrow under previous item
dot over previous item
dot under previous item
tilde over previous item
tilde under previous item
hat over previous item
hat under previous item
arc over previous item

12.1 The definition of an item
The definition of an item below is the same as that given for superscripts and subscripts
in Section 7.1.
As in Section 7, an item is defined as any of the following groupings:
1. An entire number, i.e. the initiating numeric symbol and all succeeding symbols
within the numeric mode thus established (which would include any interiordecimal points, commas, separator spaces, or simple numeric fraction lines).
2. An entire general fraction, enclosed in fraction indicators (see Section 6).
3. An entire radical expression, enclosed in radical indicators (see Section 8).
4. An arrow (see Section 13).
5. An arbitrary shape (see Section 14).
6. Any expression enclosed in matching pairs of round parentheses, square
brackets or curly braces (see Section 5).
7. Any expression enclosed in the braille grouping indicators
8. If none of the foregoing apply, the item is simply the next individual symbol.

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Examples:10 + 11 + 12
where x is the arithmetic mean.
3(x bar equals 10 + 11 + 12 all over 3 where x bar is the arithmetic mean.)x=⠰⠰⠰⠭⠱ ⠐⠶ ⠷⠼⠁⠚⠐⠖⠼⠁⠁⠐⠖⠼⠁⠃⠨⠌⠼⠉⠾⠰⠄ ⠐⠱⠭⠰⠱ ⠊⠎ ⠮ ⠜⠊⠹⠍⠑⠞⠊⠉ ⠍⠂⠝⠲
Note: the second occurence of x needs a grade 1 symbol indicator because it is withina grade 2 passage.

x+y(x + y all with a bar under)⠰⠰⠣⠭⠐⠖⠽⠜⠠⠱≠(not-equals)

⠐⠶⠈⠱
0.3&

(0.3 with a dot over the 3 – the recurring decimal 0.33333…)⠼⠚⠲⠣⠼⠉⠜⠘⠲
Note: braille grouping signs are needed here otherwise the dot would refer to the entire
number.
& &0.56123(The recurring decimal 0.56123123123 ...)⠼⠚⠲⠑⠋⠣⠼⠁⠜⠘⠲⠼⠃⠣⠼⠉⠜⠘⠲
Because the digits 123 are being implicitly grouped in print this can also be written as:⠼⠚⠲⠑⠋⠣⠼⠁⠃⠉⠜⠘⠲
derivatives x& and x&&(derivatives x dot and x double dot)⠙⠻⠊⠧⠁⠞⠊⠧⠑⠎ ⠭⠘⠲ ⠯ ⠰⠰⠭⠨⠔⠣⠲⠲⠜
Angle ABˆ C(Angle ABC with a hat or caret over the B)⠠⠁⠝⠛⠇⠑ ⠠⠁⠠⠃⠐⠱⠠⠉

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12.2 Two indicators applied to the same item
If two indicators apply to the same item, then braille grouping symbols must be used toshow which applies first.

xy(x to the "y bar")⠰⠰⠭⠔⠣⠽⠱⠜xy(x to the y with a bar over the whole expression)⠰⠰⠣⠭⠔⠽⠜⠱

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13 Arrows
13.1 Simple arrows
⠨⠿⠳
⠨⠿⠘⠳
⠨⠿⠳⠕
⠨⠿⠳⠪
⠨⠿⠳⠬
⠨⠿⠳⠩
⠨⠿⠳⠎
⠨⠿⠳⠣
⠨⠿⠳⠱
⠨⠿⠳⠜

arrow indicatorbold arrow indicator→simple right pointing arrow (east)←

simple left pointing arrow (west)↑

simple up pointing arrow (north)↓simple down pointing arrow (south)↗

simple up and right pointing arrow (northeast)↘

simple down and right pointing arrow (southeast)↖

simple up and left pointing arrow (northwest)↙

simple down and left pointing arrow (southwest)

A simple arrow has a standard barbed tip at one end (like a v on its side, pointing awayfrom the shaft). The shaft is straight and its length and thickness are not significant.
These arrows are represented by an opening arrow indicator and the appropriate
closing arrow indicator. Notice that all these terminating symbols have three dots,
arranged in a consistent pattern that best describes the direction.
Note that unless you are already in grade 1 mode, the arrow indicator will need a grade
1 symbol indicator. The bold arrow indicator will not need one, as this two cell symbol
does not have a grade 2 meaning. Both arrow indicators set arrow mode so no further
grade 1 indicators will be needed.
Arrows are signs of comparison so should usually be spaced. An exception is when
they are written below the limit function (see Section 9.6).
Do not use arrow indicators when a simple right pointing arrow is the only modifier
above or below an item. See "arrow over previous item" and "arrow below previous
item" in Section 12.

Last updated October 2008

Guidelines for Technical Materialn→061(n right arrow 0 - n tends to zero)⠰⠰⠰⠝ ⠳⠕ ⠼⠚⠰⠄

input → process → output(input "right arrow" process "bold right arrow" output)⠔⠏⠥⠞ ⠰⠳⠕ ⠏⠗⠕⠉⠑⠎⠎ ⠘⠳⠕ ⠳⠞⠏⠥⠞
13.2 Arrows with unusual shafts and a standard barbed tip
Shaft symbols:⠨⠿⠒
short single straight line

⠨⠿⠒⠒
⠨⠿⠒⠒⠒
⠨⠿⠶
⠨⠿⠂⠂⠂
⠨⠿⠔
⠨⠿⠢
⠨⠿⠲
⠨⠿⠴

medium single straight line
long single straight line
double, shortdotted, long
curved or bent to the left (anticlockwise in line of direction)
curved or bent to the right (clockwise in line of direction)
sharp turn to the right (in line of direction)
sharp turn to the left (in line of direction)

All shaft symbols can be elongated by repetition. The shaft symbols are placed between
the opening and closing arrow indicators. Arrow length only needs to be indicated in
braille when in print arrows of different lengths have different meanings.
These examples still have standard barbed tips.

⇒
⠰⠳⠶⠶⠕
↗
⠰⠳⠲⠲⠥
↷
⠰⠳⠑⠑⠕

(double shafted medium length right pointing arrow)(medium arrow pointing up with a sharp turn to the right)(medium length right pointing arrow bending clockwise)

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62

(long, broken left pointing arrow)⠰⠳⠂⠂⠂⠪↓↓↓(short, medium and long down pointing simple arrows)⠰⠳⠒⠩ ⠰⠳⠩ ⠰⠳⠒⠒⠒⠩

13.3 Arrows with unusual tips
Barb symbols:⠨⠿⠗
regular barb, full, in line of direction

⠨⠿⠺
⠨⠿⠈⠺
⠨⠿⠠⠺
⠨⠿⠈⠗
⠨⠿⠠⠗
⠨⠿⠯
⠨⠿⠽
⠨⠿⠈⠯
⠨⠿⠠⠯
⠨⠿⠈⠽
⠨⠿⠠⠽
⠨⠿⠳
⠨⠿⠈⠳
⠨⠿⠠⠳

regular barb, full, counter to line of direction
regular barb, upper half, counter
regular barb, lower half, counter
regular barb, upper half, in line
regular barb, lower half, in line
curved, full, counter
curved, full, in line
curved, upper half, counter
curved, lower half, counter
curved, upper half, in line
curved, lower half, in line
straight, full, (directionless)straight, upper half, (directionless)straight, lower half, (directionless)If an arrow has unusual tips, decide which is the head before you choose the directionof your closing indicator. The complete rules for deciding arrow direction are:1. If there are directional tips, and all lead in the same direction, the head is the end
that lies in that direction.
2. If there are no directional tips, but one end has a tip and the other does not, theend with the tip is the head.
3. In all other cases, the head of the arrow is deemed to be the end at the right, orin the case of strictly vertical arrows, at the top.

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63

The tip(s) and shaft segment(s) are transcribed between the opening and closing
indicators. These items are expressed in logical order, that is starting with the arrow tailand progressing towards the head, even if that runs counter to the physical order (as in
the case of a left pointing arrow). Certain elements are omitted, corresponding to thesereader rules:
1. If no tip is transcribed, it is understood that an ordinary full barbed tip occurs at
the arrow head, and there is no other tip.
2. If no shaft is transcribed, it is understood that the shaft is a straight line of
medium length. In this case, if no tip is transcribed, rule (1) also applies; if one
tip is transcribed, it is at the head; if two tips are transcribed, the first is at the tailand the second at the head.
(otherwise ordinary right arrow, with curved head)⠰⠳⠽⠕(common horizontal bidirectional arrow)⠰⠳⠺⠗⠕(horizontal bidirectional arrow, tilted from lower left to upper right)

⠰⠳⠺⠗⠎

↣

(otherwise ordinary right arrow, with tail and head tips)

⠰⠳⠗⠗⠕

↠

(otherwise ordinary right arrow, with two head tips)⠰⠳⠒⠒⠗⠗⠕↢(otherwise ordinary left arrow, with tail and head tips)

⠰⠳⠗⠗⠪

↞

(otherwise ordinary left arrow, with two head tips)⠰⠳⠒⠒⠗⠗⠪
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Guidelines for Technical Materiala(right arrow with a straight tail tip and a normal head tip)

⠰⠳⠳⠗⠕
↑↓

(bold arrow up, followed by ordinary arrow down)

⠘⠳⠬⠳⠩

⇄

(common right arrow over common left arrow –see Section 14.3c regarding vertical juxtaposition)⠰⠳⠕⠻⠳⠪⇋(half-barbed left arrow over half-barbed right arrow –reversible chemical reaction)⠰⠳⠈⠗⠪⠻⠳⠠⠗⠕
See Section 16 for equilibrium arrows that occur in Chemistry.

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14 Shape Symbols and Composite Symbols
Listing of shape indicators:

⠨⠿⠫
⠨⠿⠸⠫
⠨⠿⠨⠫
⠨⠿⠈⠫
⠨⠿⠈⠸⠫
⠨⠿⠈⠨⠫
⠨⠿⠱

shape indicator
filled (solid) shape indicator
shaded shape indicatortranscriber-assigned shape indicatortranscriber-assigned filled (solid) shape indicatortranscriber-assigned shaded shape indicator
shape terminator

Listing of specific shapes:⠨⠿⠫⠼⠉ regular (equilateral) triangle⠨⠿⠫⠼⠙ square⠨⠿⠫⠼⠑ regular pentagon⠨⠿⠫⠼⠋ regular hexagon⠨⠿⠫⠼⠛ regular heptagon⠨⠿⠫⠼⠓ regular octagon (etc. for all regular polygons)⠨⠿⠫⠿
circle⠨⠿⠫⠈⠼⠙ parallelogram
Composite Symbols:⠨⠿⠯ superposition indicator

⠨⠿⠿
⠨⠿⠻
⠨⠿⠪

horizontal juxtaposition indicatorvertical juxtaposition indicatorphysical enclosure indicator

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14.1 Use of the shape termination indicator
14.1.1 If a shape is followed by a space then no termination symbol is needed.

△ ABC(triangle symbol space ABC)⠰⠫⠼⠉ ⠠⠠⠁⠃⠉
14.1.2 If the shape symbol is followed by punctuation, or unspaced from a following
symbol, then the shape terminator must be used.

△ABC⠰⠫⠼⠉⠱⠠⠠⠁⠃⠉
What is the next shape?
{□, ◍, ▲, ▧ ...}⠠⠱⠁⠞ ⠊⠎ ⠮ ⠝⠑⠭⠞ ⠩⠁⠏⠑⠒⠸⠣⠰⠫⠼⠙⠱⠂ ⠨⠫⠿⠱⠂ ⠸⠫⠼⠉⠱⠂ ⠨⠫⠼⠙ ⠲⠲⠲⠸⠜
Note that unless you are already in grade 1 mode, a grade 1 symbol indicator will beneeded before the shape indicator. This does not however apply to the shaded andfilled shape indicators because these two cell symbols do not have a grade 2 meaning.
All the initial shape indicators initiate shape mode so no further grade 1 indicators will
be needed.

14.2 Transcriber defined shapes
The description within transcriber defined shapes should be a short series of initials or asingle grade 1 word. They should not be used if the print symbol is already covered
elsewhere in the code. The definitions of all shape symbols should be available to thereader in either a transcriber's note or on a special symbols page.
For example, a smiling face ☺ used as an icon throughout a book could be defined as

⠈⠫⠎⠋

or
rather than⠈⠫⠎⠍⠊⠇⠑⠈⠫⠣⠎⠍⠊⠇⠊⠝⠛ ⠋⠁⠉⠑⠜
which is too long and requires braille grouping symbols to stop the space terminating
the shape.
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14.3 Combined shapes
If two print symbols have been combined to form a new previously undefined symbol,
then it must be decided whether the second symbol is enclosed, superimposed,
combined on the right or combined below. Each of the four composite symbol indicators
signals a combining of the item just prior with the item immediately following it, where"item" is as defined in Section 7.
Each composite symbol indicator will need a grade 1 symbol indicator unless the wholeexpression is already in grade 1 mode.

14.3.1 Physical Enclosure, ⠰⠪⊕(circle enclosing a plus sign)⠰⠫⠿⠪⠐⠖In the example below, the circle enclosing a plus sign is being used as an operation
sign. In the first version the operation sign is unspaced so a termination sign is needed
but no grade indicators are needed because the number signs initiate numeric mode. In
the second version the operation sign is spaced for clarity so no termination sign isneeded but the shape symbols do need grade 1 indicators.
2⊕3 = 3⊕2 (2 "circled plus" 3 = 3 "circled plus" 2)⠼⠃⠫⠿⠪⠐⠖⠱⠼⠉ ⠐⠶ ⠼⠉⠫⠿⠪⠐⠖⠱⠼⠃
2⊕3 = 3⊕2 (2 "circled plus" 3 = 3 "circled plus" 2)⠼⠃ ⠰⠫⠿⠪⠐⠖ ⠼⠉ ⠐⠶ ⠼⠉ ⠰⠫⠿⠪⠐⠖ ⠼⠃Note: See Section 3.5 if numbers are enclosed in a square to represent a calculator
key.

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14.3.2 Superposition, ⠰⠯Note that this structure should not be used for negation. See "line through previous
item" in Section 12.

℞(R with superimposed x - prescription symbol)

⠠⠗⠰⠯⠭
∮

(Integral sign with a small circle superimposed half way up –closed integral defined in Section 11.1)⠈⠮(integral sign with a small square superimposed half way up the termination could be omitted if there was a following space)⠰⠰⠮⠯⠫⠼⠙⠱
14.3.3 Vertical Juxtaposition, ⠰⠻The upper symbol should be given first, followed by the vertical juxtaposition indicator,
then the lower symbol.
This structure should not be used for bars, arrows, dots, tildes or hats over or underother symbols (see Section 12). Neither should it be used for superscripts or subscripts
written directly over or under (see Section 7).

≗(a hollow dot with an equal sign underneath)

⎛n⎞
⎜⎜ ⎟⎟
⎝r⎠

binomial coefficient (refer Section 11.5)⠐⠴⠰⠻⠐⠶⠐⠣⠝⠰⠻⠗⠐⠜
14.3.4 Horizontal Juxtaposition, ⠰⠿"Horizontal juxtaposition" is to be invoked only when two symbols are written in close
proximity and it is clear from the usage that a new single symbol, distinct from theelementary symbols considered in sequence, is intended. Otherwise, symbols written
one after the other should simply be brailled accordingly.

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15 Matrices and vectors
15.1 Enlarged grouping symbols
When enlarged brackets are used in print for vectors, matrices, systems of equations,function definitions etc., the appropriate enlarged grouping symbols should be used in
braille. These are the usual grouping symbols preceded by a dot 6. See the full list in
Section 5. These should be placed directly under each other. Blank lines before andafter such arrangements may be needed for clarity.

15.2 Matrices
The columns should be left adjusted except for minus signs which should be brailled tostand out. One column of blank cells should be left between columns. Material outside
the matrix, such as signs of operation and comparison, should be placed on the top line,
even if they are centered in print.
⎛1 0⎞
⎟⎟ `
I = ⎜⎜⎝0 1⎠⠠⠊ ⠐⠶ ⠠⠐⠣⠼⠁ ⠼⠚⠠⠐⠜⠠⠐⠣⠼⠚ ⠼⠁⠠⠐⠜⎡1 2⎤⎡ 1 2 3⎤ ⎢⎥⎢ 4 5 6 ⎥ ⎢ −3 4 ⎥⎣⎦⎢⎣ 5 −6⎥⎦⠠⠨⠣⠼⠁ ⠼⠃ ⠼⠉⠠⠨⠜⠠⠨⠣ ⠼⠁⠼⠃⠠⠨⠜⠠⠨⠣⠼⠙ ⠼⠑ ⠼⠋⠠⠨⠜⠠⠨⠣⠐⠤⠼⠉⠼⠙⠠⠨⠜⠠⠨⠣ ⠼⠑ ⠐⠤⠼⠋⠠⠨⠜⎛ a − b⎞⎜⎜⎟⎟⎝− c d ⎠⠠⠐⠣ ⠁ ⠐⠤⠃⠠⠐⠜⠠⠐⠣⠐⠤⠉ ⠰⠙⠠⠐⠜

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15.3 Determinants
These have the same structure as matrices but are normally enclosed in print withenlarged vertical bars.

P =

a b
= ad − bcc d⠰⠰⠰⠸⠳⠠⠏⠸⠳ ⠐⠶ ⠠⠸⠳⠁ ⠃⠸⠳ ⠐⠶ ⠁⠙⠐⠤⠃⠉⠰⠄⠠⠸⠳⠉ ⠙⠸⠳
15.4 Omission dots
The placement of dots used to indicate the omission of one or more rows or columns
can follow the print.
a11 a12 ... a1n
a21 a22 ... a2n.
. ... .
am1 am 2 ... amn⠰⠰⠰⠠⠸⠳⠁⠢⠼⠁⠁⠁⠢⠼⠁⠃⠠⠸⠳⠁⠢⠼⠃⠁
⠁⠢⠼⠃⠃
⠠⠸⠳ ⠲
⠲
⠠⠸⠳⠁⠢⠣⠍⠼⠁⠜ ⠁⠢⠣⠍⠼⠃⠜

Last updated October 2008⠲⠲⠲ ⠁⠢⠣⠼⠁⠝⠜⠠⠸⠳⠲⠲⠲ ⠁⠢⠣⠼⠃⠝⠜⠠⠸⠳
⠲⠲⠲
⠲
⠠⠸⠳
⠲⠲⠲ ⠁⠢⠣⠍⠝⠜ ⠠⠸⠳⠰⠄

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15.5 Dealing with wide matrices
If a matrix or determinant is too wide for the braille page, runovers within entries may benecessary. If there is not room to indent these runovers, they can be blocked and ablank line left between rows.
⎛ a1x1 + b1x2 + c1x3 a1y1 + b1y 2 + c1y 3 a1z1 + b1z2 + c1z3 ⎞⎜⎟⎜ a2 x1 + b2 x2 + c2 x3 a2 y1 + b2 y 2 + c2 y 3 a2 z1 + b2 z2 + c2 z3 ⎟⎜a x + b x + c x a y + b y + c y a z + b z + c z ⎟
3 3
3 1
3 2
3 3
3 1
3 2
3 3⎠
⎝ 3 1 3 2⠐⠐⠿⠰⠰⠰⠠⠐⠣⠁⠢⠼⠁⠭⠢⠼⠁⠠⠐⠣⠐⠖⠃⠢⠼⠁⠭⠢⠼⠃⠠⠐⠣⠐⠖⠉⠢⠼⠁⠭⠢⠼⠉⠠⠐⠣⠠⠐⠣⠁⠢⠼⠃⠭⠢⠼⠁⠠⠐⠣⠐⠖⠃⠢⠼⠃⠭⠢⠼⠃⠠⠐⠣⠐⠖⠉⠢⠼⠃⠭⠢⠼⠉⠠⠐⠣⠠⠐⠣⠁⠢⠼⠉⠭⠢⠼⠁⠠⠐⠣⠐⠖⠃⠢⠼⠉⠭⠢⠼⠃⠠⠐⠣⠐⠖⠉⠢⠼⠉⠭⠢⠼⠉⠁⠢⠼⠁⠽⠢⠼⠁⠁⠢⠼⠁⠵⠢⠼⠁ ⠠⠐⠜⠐⠖⠃⠢⠼⠁⠽⠢⠼⠃ ⠐⠖⠃⠢⠼⠁⠵⠢⠼⠃⠠⠐⠜⠐⠖⠉⠢⠼⠁⠽⠢⠼⠉ ⠐⠖⠉⠢⠼⠁⠵⠢⠼⠉⠠⠐⠜⠠⠐⠜⠁⠢⠼⠃⠽⠢⠼⠁⠁⠢⠼⠃⠵⠢⠼⠁ ⠠⠐⠜⠐⠖⠃⠢⠼⠃⠽⠢⠼⠃ ⠐⠖⠃⠢⠼⠃⠵⠢⠼⠃⠠⠐⠜⠐⠖⠉⠢⠼⠃⠽⠢⠼⠉ ⠐⠖⠉⠢⠼⠃⠵⠢⠼⠉⠠⠐⠜⠠⠐⠜⠁⠢⠼⠉⠽⠢⠼⠁⠁⠢⠼⠉⠵⠢⠼⠁ ⠠⠐⠜⠐⠖⠃⠢⠼⠉⠽⠢⠼⠃ ⠐⠖⠃⠢⠼⠉⠵⠢⠼⠃⠠⠐⠜⠐⠖⠉⠢⠼⠉⠽⠢⠼⠉ ⠐⠖⠉⠢⠼⠉⠵⠢⠼⠉⠠⠐⠜⠐⠐⠿⠰⠄
Another approach is to complete the first column without overruns and then to place thenext column below this, indented two cells.

⠐⠐⠿⠰⠰⠰⠠⠐⠣⠁⠢⠼⠁⠭⠢⠼⠁⠐⠖⠃⠢⠼⠁⠭⠢⠼⠃⠐⠖⠉⠢⠼⠁⠭⠢⠼⠉⠠⠐⠣⠁⠢⠼⠃⠭⠢⠼⠁⠐⠖⠃⠢⠼⠃⠭⠢⠼⠃⠐⠖⠉⠢⠼⠃⠭⠢⠼⠉⠠⠐⠣⠁⠢⠼⠉⠭⠢⠼⠁⠐⠖⠃⠢⠼⠉⠭⠢⠼⠃⠐⠖⠉⠢⠼⠉⠭⠢⠼⠉⠁⠢⠼⠁⠽⠢⠼⠁⠐⠖⠃⠢⠼⠁⠽⠢⠼⠃⠐⠖⠉⠢⠼⠁⠽⠢⠼⠉⠁⠢⠼⠃⠽⠢⠼⠁⠐⠖⠃⠢⠼⠃⠽⠢⠼⠃⠐⠖⠉⠢⠼⠃⠽⠢⠼⠉⠁⠢⠼⠉⠽⠢⠼⠁⠐⠖⠃⠢⠼⠉⠽⠢⠼⠃⠐⠖⠉⠢⠼⠉⠽⠢⠼⠉⠁⠢⠼⠁⠵⠢⠼⠁⠐⠖⠃⠢⠼⠁⠵⠢⠼⠃⠐⠖⠉⠢⠼⠁⠵⠢⠼⠉⠠⠐⠜⠁⠢⠼⠃⠵⠢⠼⠁⠐⠖⠃⠢⠼⠃⠵⠢⠼⠃⠐⠖⠉⠢⠼⠃⠵⠢⠼⠉⠠⠐⠜⠁⠢⠼⠉⠵⠢⠼⠁⠐⠖⠃⠢⠼⠉⠵⠢⠼⠃⠐⠖⠉⠢⠼⠉⠵⠢⠼⠉⠠⠐⠜⠐⠐⠿⠰⠄
Notice that in the first example the structure of the matrix is clearer but in the second
example the individual entries are easier to read. Notice also the different placement of
the enlarged grouping signs in the two examples.
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A transcriber's note should be included in either case to explain the placement of eachentry.

15.6 Vectors
Letters representing vectors are often printed in bold font and may have arrows or bars
above or below. Boldface only needs to be shown in braille if it is the only method used.
For arrows and bars above and below see Section 12.
⎛2⎞
If the vector ⎜⎜ ⎟⎟ was called p and went from point A to point B here are some of the⎝ − 1⎠
most likely forms:⎛2⎞
p = ⎜⎜ ⎟⎟⎝ − 1⎠(p with a bar under = enlarged round brackets, 2 at the top and -1 at the bottom)⠏⠠⠱ ⠐⠶ ⠠⠐⠣ ⠼⠃⠠⠐⠜⠠⠐⠣⠐⠤⠼⠁⠠⠐⠜
p(p with a bar over)⠏⠰⠱p(bold p)

⠘⠆⠏
uuur
AB

(AB with an arrow over)⠰⠰⠣⠠⠠⠁⠃⠜⠘⠱
AB(AB with a bar under)⠰⠰⠣⠠⠠⠁⠃⠜⠠⠱

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15.7 Grouping of equations
Opening enlarged curly braces are often used to group equations. Print spacing should
be followed where possible.
Solve:⎧ x + 2y = 7⎨⎩2x − y = −4⠠⠎⠕⠇⠧⠑⠒⠠⠸⠣ ⠭⠐⠖⠼⠃⠽ ⠐⠶ ⠼⠛⠠⠸⠣⠼⠃⠭⠐⠤ ⠰⠽ ⠐⠶ ⠐⠤⠼⠙
⎧ 0 if x < 0f ( x) = ⎨ 2⎩ x if x > 0⠰⠰⠰⠋⠐⠣⠭⠐⠜ ⠐⠶ ⠠⠸⠣⠼⠚ ⠊⠋ ⠭ ⠈⠣ ⠼⠚⠠⠸⠣⠭⠔⠼⠃ ⠊⠋ ⠭ ⠈⠜ ⠼⠚⠰⠄

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16 Chemistry⠨⠿⠈⠸⠶

equilibrium arrow, trend to the left⠨⠿⠐⠸⠶

equilibrium arrow, trend to the right

⠨⠿⠘⠸⠶

⇌

equilibrium arrow (harpoons)

⠨⠿⠠⠤
⠨⠿⠨⠠⠤
⠨⠿⠸⠠⠤
⠨⠿⠈⠸⠠⠤

dash or single line bond

⠨⠿⠐⠢
⠨⠿⠨⠐⠢
⠨⠿⠸⠐⠢
⠨⠿⠈⠸⠐⠢

single dashed line

⠨⠿⠐⠲
⠨⠿⠨⠐⠲
⠨⠿⠸⠐⠲
⠨⠿⠈⠸⠐⠲

single dot

⠨⠿⠐⠦
⠨⠿⠨⠐⠦
⠨⠿⠸⠐⠦
⠨⠿⠈⠸⠐⠦

single cross

⠨⠿⠐⠴
⠨⠿⠨⠐⠴
⠨⠿⠸⠐⠴
⠨⠿⠈⠸⠐⠴

single small circle

double line bond
triple line bondquadruple line bonddouble dashed line
triple dashed line
quadruple dashed line

double dot
triple dot
quadruple dot

double crosstriple crossquadruple crossdouble small circle
triple small circle
quadruple small circle

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16.1 Chemical names
cyclohexane⠨⠂⠉⠽⠉⠇⠕⠨⠄⠓⠑⠭⠁⠝⠑
2,2-Dimethylpropane⠼⠃⠂⠃⠤⠠⠙⠊⠍⠑⠹⠽⠇⠏⠗⠕⠏⠁⠝⠑
1-Hydroxyl,2-nitrobenzene⠼⠁⠤⠠⠓⠽⠙⠗⠕⠭⠽⠇⠂⠼⠃⠤⠝⠊⠞⠗⠕⠃⠢⠵⠢⠑
Copper(II) Sulphate⠠⠉⠕⠏⠏⠻⠐⠣⠠⠠⠊⠊⠐⠜ ⠠⠎⠥⠇⠏⠓⠁⠞⠑
CopperII Sulphate⠠⠉⠕⠏⠏⠻⠰⠰⠔⠣⠠⠠⠊⠊⠜ ⠠⠎⠥⠇⠏⠓⠁⠞⠑
16.2 Chemical formulae
Use of capital indicators and terminators: The general UEB principles on the choiceof single letter, word or passage mode apply; in particular, a capital terminator should
not be used within a two-letter chemical element symbol. Using single capital indicatorsfor chemical formulae provides a uniform appearance to the braille; nevertheless, there
may be a clear advantage in using capital passage mode in some cases. Lettersrepresenting chemical elements should never be contracted.

O
Fe
NO
NaCl
Al(O)Cl
O2

⠠⠕
⠠⠋⠑
⠠⠝⠠⠕
⠠⠝⠁⠠⠉⠇⠠⠁⠇⠐⠣⠠⠕⠐⠜⠠⠉⠇⠠⠕⠰⠢⠼⠃

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Ca(OH) 2⠠⠉⠁⠐⠣⠠⠕⠠⠓⠐⠜⠰⠢⠼⠃CuSO4·5H2O ⠠⠉⠥⠠⠎⠠⠕⠰⠢⠼⠙⠐⠲⠼⠑⠠⠓⠢⠼⠃⠠⠕
H+⠠⠓⠰⠔⠐⠖-SO4⠠⠎⠠⠕⠰⠢⠼⠙⠔⠣⠐⠤⠐⠤⠜H2O

An example of using capital passage mode:
R·CH(OH)·CH2·CH2·CO2H⠠⠠⠠⠗⠐⠲⠉⠓⠐⠣⠕⠓⠐⠜⠐⠲⠉⠓⠰⠢⠼⠃⠐⠲⠉⠓⠢⠼⠃⠐⠲⠉⠕⠰⠢⠼⠃⠰⠓⠠⠄
Note that Roman numerals are capitalised as a single group:III⠰⠰⠠⠋⠑⠔⠣⠠⠠⠊⠊⠊⠜⠠⠉⠇⠢⠼⠉Fe Cl316.3 Atomic mass numbers
These are often shown with left-hand superscript and subscript numbers:
238
92⠰⠢⠼⠊⠃⠔⠼⠃⠉⠓⠠⠥

U

16.4 Electronic configuration
Such notation can involve left-hand superscripts, and a space or half-space in printneeds to be retained in the braille to make the attachment clear.
2

2

6

2

6

Ar 1s 2s 2p 3s 3p⠠⠁⠗ ⠼⠁⠎⠔⠼⠃⠼⠃⠎⠔⠼⠃⠼⠃⠏⠔⠼⠋⠼⠉⠎⠔⠼⠃⠼⠉⠏⠔⠼⠋
1⠰⠔⠼⠁⠠⠎⠢⠼⠚

S0
9

2 2

4d 5s

D5/2

⠼⠙⠰⠙⠔⠼⠊⠼⠑⠎⠔⠼⠃ ⠰⠔⠼⠃⠠⠙⠢⠣⠼⠑⠸⠌⠼⠃⠜

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16.5 Chemical Equations
2NaOH + H2SO4 → Na2SO4 + 2H2O⠰⠰⠰⠼⠃⠠⠝⠁⠠⠕⠠⠓⠐⠖⠠⠓⠢⠼⠃⠠⠎⠠⠕⠢⠼⠙⠳⠕ ⠠⠝⠁⠢⠼⠃⠠⠎⠠⠕⠢⠼⠙⠐⠖⠼⠃⠠⠓⠢⠼⠃⠠⠕⠰⠄
H2

N2

→ NH

Haber process3⠰⠰⠰⠠⠝⠢⠼⠃ ⠳⠕⠨⠔⠣⠠⠓⠢⠼⠃⠜⠨⠢⠣⠠⠓⠁⠃⠑⠗ ⠏⠗⠕⠉⠑⠎⠎⠜⠠⠝⠠⠓⠢⠼⠉⠰⠄or⠐⠐⠿⠰⠰⠰⠠⠓⠢⠼⠃⠠⠝⠢⠼⠃ ⠳⠕ ⠠⠝⠠⠓⠢⠼⠉⠠⠓⠁⠃⠑⠗ ⠏⠗⠕⠉⠑⠎⠎⠐⠐⠿⠰⠄
H2 (g) + I2 (s) = 2HI (g)⠰⠰⠰⠠⠓⠢⠼⠃ ⠐⠣⠛⠐⠜⠐⠖⠠⠊⠢⠼⠃ ⠐⠣⠎⠐⠜ ⠐⠶ ⠼⠃⠠⠓⠠⠊⠐⠣⠛⠐⠜⠰⠄
HNCO + ROH → NH2·CO·OR → NH2CO·NH·CO2R⠰⠰⠰⠠⠠⠠⠓⠝⠉⠕⠐⠖⠗⠕⠓ ⠳⠕ ⠝⠓⠢⠼⠃⠐⠲⠉⠕⠐⠲⠕⠗⠳⠕ ⠝⠓⠢⠼⠃⠰⠉⠕⠐⠲⠝⠓⠐⠲⠉⠕⠢⠼⠃⠗⠠⠄⠰⠄
Pb++ + 2e ⇌ Pb⠰⠰⠰⠠⠏⠃⠔⠣⠐⠖⠐⠖⠜⠐⠖⠼⠃⠰⠑ ⠘⠸⠶ ⠠⠏⠃⠰⠄

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16.6 Electrons
Electrons shown as dots, crosses or circles attached to element symbols may be
represented using the corresponding UEB signs for single, double, triple dots, etc.
However, more complex cases (e.g. including graphic lines) are better dealt with using
ordinary diagram methods, rather than trying to code them purely in braille.

⠠⠉⠇⠐⠲

Cl·

⠐⠐⠿⠰⠰⠰xxxx

H o O o Hxx⠨⠐⠦⠠⠓ ⠐⠦⠐⠴ ⠠⠕ ⠐⠦⠐⠴ ⠠⠓
⠨⠐⠦
⠐⠐⠿⠰⠄

16.7 Structural Formulae
The general UEB method for line drawing may be used for representing structural
formulae. Refer to the Line Drawing Rule for common line types defined in UEB, others
may be assigned as user-defined symbols. In-line bond signs can be used inconjunction with the line drawing symbols.
Some examples are shown below. For more complex cases it is recommended that thestructure be drawn out graphically rather than using transcriber defined symbols.

H⠐⠐⠿⠰⠰⠰

H

C

H

H

C

H

H

C

H

H
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⠐⠒⠶
⠜
⠣
⠜
⠣
⠣⠣
⠜⠜
⠣⠣ ⠜⠜
⠐⠒⠒
⠐⠐⠿⠰⠰⠰

NH⠜⠜⠣⠜⠜ ⠣ ⠐⠒⠒⠲⠲
⠸
⠸⠸
⠸⠸
⠸
⠸⠸
⠸⠸
⠣⠣ ⠜ ⠣ ⠜
⠣⠣⠜
⠣⠜
⠠⠝
⠠⠓
⠐⠐⠿⠰⠄

⠐⠐⠿⠰⠰⠰⠠⠠⠠⠉⠓⠕⠸⠓⠕ ⠐⠒⠒⠺⠒⠒⠒ ⠓⠸⠓ ⠐⠒⠒⠺⠒⠒⠒ ⠕⠓⠸⠓⠕ ⠐⠒⠒⠺⠒⠒⠒ ⠓⠸⠉⠓⠢⠼⠃⠕⠓

CHO
HO

H

H

OH

HO

H
CH2OH

⠐⠐⠿⠠⠄⠰⠄
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Guidelines for Technical Material⠐⠐⠿⠰⠰⠰
⠜⠣⠣
⠜ ⠣⠣
⠜
⠣⠣
⠸⠸
⠸
⠸⠸
⠸
⠣
⠜⠜
⠣ ⠜⠜
⠠⠝

N

⠐⠐⠿⠰⠄

⠐⠐⠿⠰⠰⠰⠠⠠⠠
NH
H2C
NH

⠝⠓
⠜ ⠣
CH2
⠓⠢⠼⠃⠰⠉⠉⠓⠢⠼⠃⠣ ⠜⠝⠓⠐⠐⠿ ⠠⠄⠰⠄

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CH3

OH
NO2

CH3•CH2•CH2•CH

NO2⠐⠐⠿⠰⠰⠰⠠⠠⠠⠉⠓⠢⠼⠉ ⠕⠓⠸⠜⠣ ⠝⠕⠢⠼⠃⠉⠓⠢⠼⠉⠐⠲⠉⠓⠢⠼⠃⠐⠲⠉⠓⠢⠼⠃⠐⠲⠉⠓⠐⠒⠒⠜ ⠣⠜
⠸ ⠸
⠣ ⠜
⠣⠜
⠝⠕⠢⠼⠃
⠐⠐⠿⠠⠄⠰⠄

HO•CO

CH2

CH2

CO•OH

N•CH2•CH2•N
HO•CO

CH2

CH2

CO•OH

⠐⠐⠿⠰⠰⠰⠠⠠⠠⠓⠕⠐⠲⠉⠕⠠⠤⠉⠓⠢⠼⠃⠉⠓⠢⠼⠃⠠⠤⠉⠕⠐⠲⠕⠓⠣⠜⠣⠜⠝⠐⠲⠉⠓⠢⠼⠃⠐⠲⠉⠓⠢⠼⠃⠐⠲⠝⠜⠣⠜⠣⠓⠕⠐⠲⠉⠕⠠⠤⠉⠓⠢⠼⠃⠉⠓⠢⠼⠃⠠⠤⠉⠕⠐⠲⠕⠓⠐⠐⠿⠠⠄⠰⠄
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⠜⠜⠣
⠜⠣⠣
⠜⠜ ⠣ ⠜ ⠣⠣
⠸
⠸⠸
⠸
⠸
⠸⠸
⠸
⠣⠣ ⠜ ⠣ ⠜⠜⠣⠣⠜⠣⠜⠜Linear Method
A method is available in which structural formulae are represented in a compact linear
form in braille. However, as yet this has not been documented as a UEB technique.

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17 Computer Notation
⠨⠿⠿
⠨⠿⠬
⠨⠿⠐
⠨⠿⠐⠐
⠨⠿⠠⠶

(on a line by itself) cursor indicatorvisible space(at end of line) continuation indicator(at end of line) continuation indicator with space
nondirectional double quote (ASCII double quote)17.1 Definition of computer notation
Computer notation is any text written in a formal syntax that is designed to allow
computers to utilize the text directly for technical purposes related to the computer itself.
Examples include computer programs written in procedural languages such as Java,
C++, COBOL, and various "assembly" languages, nonprocedural scripting and markup
languages such as XHTML, and data files prepared to meet the input requirements ofspecific programs. Even some short items such as email addresses, Web site URLs,
and file names qualify as computer notation because of their technical purpose. Other
examples might occur within an instruction manual for technical equipment, or within astatistics textbook that gives an example of a spreadsheet formula.
"Displayed" computer notation is presented in one or more lines separate from thesurrounding literary text; "inline" computer notation is presented within ordinary literarytext -- for example, an email address mentioned within a sentence.
Historically, separate codes have been used for such computer notation. In UEB this is
no longer the case, as each print symbol is represented by the same braille symbol,
regardless of whether it appears in a literary, mathematical or computer context. Referto the list of miscellaneous symbols at the start of Section 11 for symbols on thecomputer keyboard such as the \ (backslash), ~ (tilde), @ (at sign), # (cross hatch), &(ampersand), * (asterisk), _ (underscore) and | (vertical bar).

17.2 Line arrangement and spacing within computer notation
The significance of line breaks within displayed computer notation depends upon thespecific formal syntax involved. Unless the transcriber is certain that such line breaks
are not significant, it should be assumed that they are, and the line-by-line arrangement
preserved in braille. When the limited length of the braille line makes a break necessary
in braille that does not correspond to a break in print, a continuation indicator should be
inserted and the line continued on the next line. The specific continuation indicatorused depends on whether the break in effect replaces a space in the original line (which
is preferred, if practical, and in which case use dots 5, 5), or is simply introduced at an
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84

arbitrary point (in which case use dot 5). In the latter case, when practical, it ispreferable not to introduce a break between letters.
The significance of spaces within computer notation also depends upon the specificformal syntax involved. Exact spacing, that is a certain number of spaces, maysometimes be significant, as in "strings" -- although usually, only the presence orabsence of space is significant. If the print presentation makes the number of spaces
practical to count, as for example by using "visible spaces" (see below) or amonospaced font, and the transcriber is not certain that exact spacing is not significant,then it should be assumed that exact spacing is significant. Otherwise, spaces should
be used where they are in print, but not necessarily the exact same number. As aparticular application of the latter case, when the left margin shows a pattern ofindentation, such indentation should be replicated in braille, but generally using
multiples of two cells instead of the five or ten positions often used in print.
In print computer notation, a "visible space" can be represented by any of several adhoc characters, such as:b
U+0180 Latin small letter b with stroke (or "b" plus combining stroke or solidus)
U+23B5 bottom square bracket
Δ

U+0394 Greek capital letter delta∆

U+2206 Increment∆

U+25B3 White up-pointing triangle

When such "visible spaces" are used in print, dots 346 should be used in braille foreach such "visible space" (preceded by grade 1 indicators if necessary). Likewise, if per
the guidelines above it is determined that a sequence of three or more ordinary spaces
in print is to be treated as significant, then each significant space in the sequence, otherthan the first and the last, should be indicated by dots 346 (with grade 1 indicators if
necessary).

Examples:
1. A "command prompt" showing the cursor immediately following (in grade 1 context):
C:\>▯⠠⠉⠒⠸⠡⠈⠜⠿

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Guidelines for Technical Material
2a. A "string" containing explicit "visible spaces" (grade 2 context):
PRINT "Name∆∆∆∆Tel. ∆No."⠠⠠⠏⠗⠔⠞ ⠠⠶⠠⠐⠝⠰⠰⠬⠬⠬⠬⠠⠞⠑⠇⠲⠬⠠⠝⠕⠲⠠⠶
2b. The same example in grade 1 context:⠠⠠⠏⠗⠊⠝⠞ ⠠⠶⠠⠝⠁⠍⠑⠬⠬⠬⠬⠠⠞⠑⠇⠲⠬⠠⠝⠕⠲⠠⠶
3. A "string" containing implied significant spaces (grade 1 context):
PRINT "NameTel. No."⠠⠠⠏⠗⠊⠝⠞ ⠠⠶⠠⠝⠁⠍⠑ ⠬⠬ ⠠⠞⠑⠇⠲ ⠠⠝⠕⠲⠠⠶
4. Runovers made necessary because of a 32-cell line limit, within computer notation(grade 2 context):
You can find the story at
http://www.ridbc.org.au/news/stories_children.asp⠠⠽ ⠉ ⠋⠔⠙ ⠮ ⠌⠕⠗⠽ ⠁⠞ ⠓⠞⠞⠏⠒⠸⠌⠸⠌⠺⠺⠺⠐⠲⠗⠊⠙⠃⠉⠲⠕⠗⠛⠲⠁⠥⠸⠌⠝⠑⠺⠎⠸⠌⠌⠕⠗⠊⠑⠎⠨⠤⠐⠡⠊⠇⠙⠗⠢⠲⠁⠎⠏
5. A runover at a space (grade 2 context):
The program is stored in directory
c:\program files\abc corporation\utility programs⠠⠮ ⠏⠗⠕⠛⠗⠁⠍ ⠊⠎ ⠌⠕⠗⠫ ⠔ ⠙⠊⠗⠑⠉⠞⠕⠗⠽⠉⠒⠸⠡⠏⠗⠕⠛⠗⠁⠍ ⠋⠊⠇⠑⠎⠸⠡⠁⠃⠉⠐⠐⠉⠕⠗⠏⠕⠗⠁⠰⠝⠸⠡⠥⠞⠊⠇⠰⠽ ⠏⠗⠕⠛⠗⠁⠍⠎

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Guidelines for Technical Material

8617.3 Grade of braille in computer notation
A displayed computer program or program fragment should normally be transcribed in
grade 1 braille; nearby excerpts from a program that is displayed in grade 1 should
preferably also be in grade 1, for consistency. Other expressions, such as email
addresses, web sites, URLs, filenames, and computer expressions not displayed on
separate lines, should normally be transcribed in grade 2 braille.

Example:Now that you've seen the "Hello World!" application, you might be wondering how it
works. Here again is its code:/*** The HelloWorldApp class implements an application that* simply prints "Hello World!" to standard output.
*/class HelloWorldApp {public static void main(String[] args) {System.out.println("Hello World!");// Display
the string.
}}

The call to function system.out.println, passing it the constant string "Hello
World!", does the essential work -- but the other statements and comments also playa role …

Notes:The indentation pattern on the left of the page has been followed in braille. The"continuation with space" indicators have been used whenever a print line needed to bebroken at a space in braille. Overruns following a continuation indicator are indented in
the braille version below, but it is also acceptable to start each overrun in cell 1. Noticethat the non directional double quotation marks around "Hello World" are treated as
standard quotes in the introductory paragraph but have been brailled exactly as written
when they appear in the program itself and in the extract. In the final paragraph, grade 1
indicators were used for the two extracts so it was not felt necessary to also show thechange of font.

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Guidelines for Technical Material⠠⠑⠭⠁⠍⠏⠇⠑⠒⠠⠝⠪ ⠞ ⠽⠄⠧⠑ ⠎⠑⠢ ⠮ ⠦⠠⠓⠑⠇⠇⠕ ⠠⠸⠺⠖⠴⠁⠏⠏⠇⠊⠉⠁⠰⠝⠂ ⠽ ⠍⠊⠣⠞ ⠆ ⠺⠕⠝⠙⠻⠬ ⠓⠪ ⠭ ⠐⠺⠎⠲⠠⠐⠓ ⠁⠛ ⠊⠎ ⠭⠎ ⠉⠕⠙⠑⠒⠐⠐⠿⠰⠰⠰⠸⠌⠐⠔⠐⠔⠐⠔ ⠠⠞⠓⠑ ⠠⠓⠑⠇⠇⠕⠠⠺⠕⠗⠇⠙⠠⠁⠏⠏ ⠉⠇⠁⠎⠎⠐⠐⠊⠍⠏⠇⠑⠍⠑⠝⠞⠎ ⠁⠝ ⠁⠏⠏⠇⠊⠉⠁⠞⠊⠕⠝ ⠞⠓⠁⠞⠐⠔ ⠎⠊⠍⠏⠇⠽ ⠏⠗⠊⠝⠞⠎ ⠠⠶⠠⠓⠑⠇⠇⠕⠐⠐⠠⠺⠕⠗⠇⠙⠖⠠⠶ ⠞⠕ ⠎⠞⠁⠝⠙⠁⠗⠙ ⠕⠥⠞⠏⠥⠞⠲⠐⠔⠸⠌⠉⠇⠁⠎⠎ ⠠⠓⠑⠇⠇⠕⠠⠺⠕⠗⠇⠙⠠⠁⠏⠏ ⠸⠣⠏⠥⠃⠇⠊⠉ ⠎⠞⠁⠞⠊⠉ ⠧⠕⠊⠙⠐⠐⠍⠁⠊⠝⠐⠣⠠⠎⠞⠗⠊⠝⠛⠨⠣⠨⠜ ⠁⠗⠛⠎⠐⠜ ⠸⠣⠠⠎⠽⠎⠞⠑⠍⠲⠕⠥⠞⠲⠏⠗⠊⠝⠞⠇⠝⠐⠣⠠⠶⠠⠓⠑⠇⠇⠕⠐⠐⠠⠺⠕⠗⠇⠙⠖⠠⠶⠐⠜⠆ ⠸⠌⠸⠌ ⠠⠙⠊⠎⠏⠇⠁⠽ ⠞⠓⠑⠐⠐⠎⠞⠗⠊⠝⠛⠲⠸⠜⠸⠜⠐⠐⠿⠰⠄⠠⠮ ⠉⠁⠇⠇ ⠞⠕ ⠋⠥⠝⠉⠰⠝⠰⠰⠎⠽⠎⠞⠑⠍⠲⠕⠥⠞⠲⠏⠗⠊⠝⠞⠇⠝⠂ ⠏⠁⠎⠎⠬ ⠭ ⠮⠒⠌⠁⠝⠞ ⠌⠗⠬ ⠰⠰⠰⠠⠶⠠⠓⠑⠇⠇⠕ ⠠⠺⠕⠗⠇⠙⠖⠠⠶⠰⠄⠂⠙⠕⠑⠎ ⠮ ⠑⠎⠎⠢⠞⠊⠁⠇ ⠐⠺⠠⠤⠃ ⠮ ⠕⠮⠗ ⠌⠁⠞⠑⠰⠞⠎⠯ ⠉⠕⠍⠰⠞⠎ ⠁⠇ ⠏⠇⠁⠽ ⠁ ⠗⠕⠇⠑ ⠲⠲⠲Last updated October 200887