CELs - Numeracy [ NUM]

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The goal of incorporating Numeracy into the Drafting 10 curriculum is to develop individuals who can apply the use of mathematical concepts within the framework of the program, as well as to develop their ability to learn new concepts when necessary. What is desired are students who know how to compute, measure, estimate and interpret mathematical data, know when to apply these same skills and techniques, and understand why these particular processes apply.  This will provide them with a basis for a better understanding of the quantitative aspect of the Drafting curriculum. It is necessary, within the context of this course, to become numerate in mastering the application of mathematics in all of the units presented in this course, for example Geometric Construction, Dimensioning, etc. This of course will depend on the individual's ability and level of development. Alternative processes and basic skills are needed for students with severe disabilities ( see Program Considerations; Adaptive Dimension - Adaptive Computer Products - disabled ), as some students may not be able to proceed beyond simple tasks because of their elementary knowledge of numbers or physical limitations. Conversely, capable students should not be limited by the skills, abilities and processes represented in this program and therefore there is a  need for the incorporation of enrichment activities for students at this level.

An examination of the demands of modern life reveals that numerically skills are drawn upon daily. Increasing a students' opportunities to apply their numeracy skills should result in more students integrating them into their everyday understandings. Numeracy demands encompass a number of routine tasks. For example dimensioning a multi-view drawing as shown below. Simple mathematical calculations allow us to calculate the dimension at the question mark as 1.000 based on the fact that 3.000( entire length of object ) - 2.000( dimensions shown ) = 1.000. In addition the end view dimension can be simply calculated as 2.000 - 1.000 = 1.000 for "x" and "y" therefore would be 1.000 - 0.75 = 0.25.

A more complex task of using mathematical applications in drafting would be with geometrical drawings which some students may find more challenging especially if conversions from imperial to metric need to be made or imperial is used and fractions are presented in the drawing as follows. Help from the instructor may be required in order for  students to master skills at this level. The distance in question ( question mark in the drawing ) would be calculated by subtracting x ( which is the radius of the circle ) 1/2 or .5 - 11/4 or 1.25 = .75 which is distance "yz". To calculate "z" you would subtract the distance of "xyz "which is 11/4 or 1.25 - from "yz" which is .75 = .5 which is "y" leaving "z" as the remainder of .25 ( .75 - .5 ). "X" and "Y" which equals 1.00 is our distance at the question mark.

Last Updated June 12/2001