Topic 3 Numeracy Skills

Topic  Numeracy
Skills
3 Dr Raziana Che Aziz
raziana@oum.edu.my
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Define the term numeracy and innumeracy;
2. Discuss the importance of numeracy in todayÊs world;
3. Describe the fundamental aspects of numeracy; and
4. Apply numeracy in basic day to day problems using appropriate
mathematical methods.
 INTRODUCTION
The topic on numeracy skills is introduced to adult learners with the aim to
provide quality numeracy instruction and help them achieve the mathematical
knowledge and skills that will enable them to adjust to this growing societal
demand. All facets of adult life including family, education, employment and
community has made numeracy as an essential skill for 21st century success.
Adults with good numeracy skills are able to function responsibly in everyday life
and contribute effectively to the society. The current high level of interest in
promoting STEM (science, technology, engineering and mathematics) has also
raised awareness of the importance of developing numeracy skills in the
population. We begin this topic by introducing the definition of numeracy and
discuss the importance of numeracy in todayÊs world. Later, we will discuss the
relation between numeracy and mathematics. Learners will be introduced to the
term innumeracy and exposed to the fundamental aspects of numeracy;
mathematical reasoning, problem solving and decision making. This topic will
Copyright © Open University Malaysia (OUM)

TOPIC 3 NUMERACY SKILLS  37
further discuss the two types of mathematical reasoning; deductive and inductive
reasoning, PólyaÊs four stages of problem solving and the seven processes
involved in decision making. At the end of this topic, the concept of numeracy
continuum and everyday life practices are further explained. We will discuss some
examples of real life problems and learners should get some ideas and good
understanding on the numeracy in their daily life activities and hence, able to solve
them using appropriate techniques or methods using numeracy skills.
SELF-CHECK 3.1
How does numeracy complement literacy?
Why does literacy and numeracy matter in the 21st century learning?
3.1 NUMERACY
Numeracy is a way of connecting literacy and scientific principles. It is also known
as „the mirror image of literacy‰. Numeracy is defined as the ability to understand
and work with numbers (Oxford Dictionaries, n.d.). Numeracy is considered as
fundamental mathematical skills which include the ability to understand and
analyse numerical information, express ideas based on numerical information and
to make the right conclusions and decisions. Fundamental arithmetics including
addition, subtraction, multiplication, and division are considered as basic skills in
numeracy. The important aspects of numeracy also include numbers and
operations, computation, measurement, geometry, statistics and probability.
The concept of numeracy and its relation with mathematics is depicted in

Figure 3.1. Mathematics is formally taught in school and it is one of the core
subjects in primary or secondary school curriculum. Most people would suggest
that mathematics is arithmetic, geometry and algebra, maybe statistics or calculus.
Numeracy does overlap significantly with a subsection of what is taught in

school. Children are indirectly introduced to numeracy such as shapes, numbers,
time and patterns in daily classroom mathematics especially when applying
mathematical problems in real-life situation. Numeracy seems to reflect the way
in which children approach their mathematics, valuing the confidence in and
understanding mathematics.

38  TOPIC 3 NUMERACY SKILLS
Figure 3.1: Numeracy and mathematics

Source: https://www.thinknpc.org
ACTIVITY 3.1
Do you know that numeracy skills are useful not only for children in
the school but also for your job application? Discuss with your friends
the importance of numeracy skills and list 5 occupations (excluding
mathematics teachers) that definitely need at least some basic numeracy
skills.

3.1.1 The Importance of Numeracy Skills

Numeracy skills are essential in every aspect of our lives. We use these skills in
everyday activities at home, workplace, shopping mall, hospitals and many more.
When we go shopping or planning a holiday, we use numeracy. When we are
deciding on taking a bank loan or mortgage, we use numeracy. Many decisions
made in our life are habitually based on numerical information.
With good numeracy skills, it helps us to function responsibly in everyday life and
contribute effectively to the society. Numeracy skills increases our opportunities
within the domain of work and creates foundations which can be built upon
through lifelong learning.
Working with numbers trains our mind to think logically and critically. Basic
numeracy by fact, is a logically derived system. When you are learning to
manipulate basic numbers, it will give you an entry into the thought processes that
critical thinking is built upon. Numeracy allows people to make comparisons in
their everyday life. „Can unplugging appliances when you are not using them
reduce your utility bill?‰
Furthermore, numeracy helps us in understanding statistical information such as

data, charts, graphs, infographics and risk statements. It also helps us in making
decisions in our lives like when buying our first car, our first house or going for a
vacation. By having better numeracy skills, we become more capable of making
more reliable decisions in our daily lives.
3.1.2 Innumeracy
Innumeracy is defined as a lack of ability to understand and use numbers in
calculations (Cambridge English Dictionary, n.d.). The effect of innumeracy on
peopleÊs lives is much less self evident than illiteracy. Innumeracy is commonly
seen in those suffering from poverty, poor education experience and childhood
deprivation of numeracy. Other studies have associated innumeracy with age,
gender and race. Research has shown that older adults have been associated with
lower numeracy skills compared to younger adults. Being innumerate affects
peopleÊs confidence and self-esteem.

3.2 FUNDAMENTAL SKILLS IN NUMERACY

There are various aspects of numeracy as shown in Figure 3.2. They include
numbers, handling information, shape, space, measures, operations and
calculations. A person who is numerate should be able to apply mathematical
reasoning, problem solving and decision making skills in every aspect.
Figure 3.2: Fundamental skills in numeracy

Source: https://www.nationalnumeracy.org.uk/essentials-numeracy

3.2.1 Reasoning
Reasoning is a process of thinking information in a logical way in order to form a
solution or conclusion. It is required to help us to develop mathematically and
allow us to think critically. There are two types of reasoning in numeracy;
deductive and inductive reasoning. The process involved in deductive and
inductive reasoning is depicted in Figure 3.3.
Based on Figure 3.3, in general, deductive and inductive reasoning thinking

process moves in opposite direction. Deductive reasoning moves from generalised
theory to a true and specific conclusion while inductive reasoning moves from
specific theory into a generalised conclusion.
Figure 3.3: Inductive and deductive reasoning
Deductive reasoning is a basic form of valid reasoning and involves making a

logical argument, drawing conclusions, and applying generalisations to specific
situations. For example, „All OUMH1603 learners passed the exam. Amy is an
OUMH1603 learner. Therefore, Amy passed the exam.‰ In deductive reasoning, if
something is true of a class of things in general, it is also true for all members of
that class.

Inductive reasoning is the opposite of the deductive reasoning. It involves looking

for patterns and making generalisations. For example, „Ten can be divided by two.
Ten is an even number. Therefore, all even numbers can be divided by two.‰
Scientists use inductive reasoning to formulate hypotheses and theories whereby

the deductive reasoning allows them to apply the theories to specific situations.
Let us take a look at an example of inductive reasoning. After we examine the

inductive reasoning, we will flip it and see what it looks like in the form of
deductive reasoning.
Example 3.1
Inductive Reasoning
The first pen I took from my bag is black. The pen I took from my bag is black.
Therefore, all pens in my bag are black.
Deductive Reasoning
The first pen I took from my bag is black. All pens in my bag are black. Therefore,
the second pen I take from my bag will be black too.
SELF-CHECK 3.2
1. Make a conclusion by using inductive reasoning for each of the

following:
(a) Zain is an excellent swimmer and his family has a swimming

pool. Zain has a sister, Maria.
(b) The chair in the dining room is brown. The chair in the
bedroom is brown.
(c) Razak is a football player. All football players in the school

have body weight more than 60kg.
2. Deduce the following situation.
(a) All first semester students in OUM must take Learning Skills
course and Azman is in the first semester.
(b) All dolphins are mammals and all mammals have kidneys.
(c) Red meat has iron in it and beef is red meat.

3.2.2 Problem Solving

Problem solving is a mathematical process in numeracy skills. It permits us to use
the skills in a wide variety of situations. According to George Polya (1945), there
are four stages of problem solving, the details of every stage are shown in
Figure 3.4.
Figure 3.4: PólyaÊs four stages of problem solving
In the first stage, we need to understand the problem. Then, state the problem
using our own words, identify the objective of the problem and find the
information from the problem.
In selecting an appropriate solution, we need to devise a plan. In this second stage,

we need to identify the pattern based on the information gathered in stage 1. We
then study the related simple problem to apply to the selected method and then
derive the equation or create a table or a diagram.
The third stage of Polya is carrying out the plan. This step is usually easier than
devising the plan. We will apply strategies as we defined in stage 2, check each
step of the plan as we proceed and record our work.

The fourth stage is look back. During this stage, we need to check the results of the
original problem, interpret the solution in terms of the original problem and
determine whether there is another method of finding the solution. This will
enable us to predict what strategy to use to solve future problems.
Most real life problems are normally written in text. Word problems often confuse
learners since the background information on the problem is presented as text
rather than in a ready-to-solve mathematical equation. It requires practice in
translating verbal language into algebraic language. If we are able to comprehend
the mathematical concepts addressed, then we can solve the problem. In solving
word problems, we need to translate the wording into a numeric equation and
then solve the equation using appropriate mathematical methods.
Let us apply the PólyaÊs four stages in solving the following word problem.
Example 3.2
Afiq, Zila and Maria were picking strawberries. Afiq picked twice as many
strawberries than Zila and Maria picked 2kg more than Zila. Together the three of
them picked 30kg of strawberries. How many kilograms of strawberries did each
of them pick?
Solution:
Stage 1: Understanding the Problem

We translate the wording into a numeric equation.
From the question, we extract the following information in words:
(a) Afiq picked twice as much strawberries than Zila.
(b) Maria picked 2kg more than Zila.
(c) Three of them picked 30kg of strawberries.
We assume that x = number of strawberries (in kg) picked by Zila.

Stage 2: Devise a Plan

We can translate the wording into numeric notation as shown in Table 3.1:
Table 3.1
Mathematical
Information In Words
Expression
Afiq Afiq picked twice as many strawberries than Zila 2x
Zila x
Maria Maria picked 2kg more than Zila x+2
Total Three of them picked 30kg of strawberries 30
Stage 3: Carry Out the Plan

Now we solve the equation using appropriate mathematical operation and
technique.
To know how many strawberries picked by each of them, we need to find the value
of x first,
We know the total picked by all three is 30kg.
 Amount picked   Amount picked   Amount picked 

     Total amount
 by Afiq   by Zila   by Maria 
So, 2x + x + (x + 2) = 30
We solve for x:
2x  x   x  2   30
4x  2  30
4x  28
x7

Stage 4: Look Back

To verify whether the value of x is correct or not, we must substitute x = 7 into the
mathematical expression column in Table 3.1. Thus, we will obtain the following:
Zila : x=7
Afiq : 2  (7) = 14
Maria : (7) + 2 = 9
Adding up all the strawberries picked by three of them => 7 + 14 + 9 = 30.
Therefore, Afiq, Zila and Maria picked 14, 7, 9kg of strawberries, respectively.
SELF-CHECK 3.3
1. Pak Karim discovers some old tiles (1 feet by 1 feet) in his kitchen.
He starts to make different rectangles with them. He wonders what
are the biggest and the smallest perimeters that he can find for
rectangles with areas equal to 100 square feet. Help him.
2. Emilia and Alicia are comparing their heights. Emilia is 1.5 metres
tall and Alicia is 15 centimetres taller than Emilia. What is AliciaÊs
height in centimetre (cm)?
3.2.3 Decision Making

Decision making is the process of making choice by identifying problem, collecting
information, evaluating the alternative resolutions and selecting the best solution.
Applied mathematics fields like statistics, optimisation, probability, game theory,
modeling and operations research apply decision making technique entirely in
their fields. Those fields are essential in strategic management, health, economy,
public policy and law.
There are seven steps involved in the decision making process, shown in
Figure 3.5. Using a step-by-step decision making process can help us make more
deliberative, thoughtful decisions by organising relevant information and defining
alternatives.

Figure 3.5: Decision making process
Let us consider a simple situation in daily life.
Example 3.3
Let us say we need to buy a pair of shoes. We go to the store and see three pairs
that we like. The price tag for Pair A is RM220. Pair B and Pair C are RM320 and
RM250, respectively. The brand for Pair B is more well known than the other two
and has 30% discount . Which pair of shoes should we buy?
In making our decision, we can go through the decision making processes shown
in Figure 3.5. Let us see how we go through the steps.
Step 1: Identify the Problem

Problem: Which shoes to buy?

Step 2: Gather Information
(a) Price Information : Pair A = RM220

Pair B = RM320
Pair C = RM250
(b) Brand for Pair B is better than Pair A and Pair C.
(c) Pair B has 30% discount.
(d) Pair A is cheaper than Pair B and Pair C.
(e) Pair B is a good brand with discounted price at RM224.
Step 3 and 4: Identify Alternatives and Evaluate the Alternative Solutions

Buying a cheaper pair of shoes may save us money. However, the shoes may not
last and we may have to buy again. If we spend more for a better brand, the shoes
may last longer. Well known brand shoes fit better and are more comfortable.
Stage 5: Select the Best Solution

We choose Pair B.
Stage 6 and 7: Implement Decision and Evaluate the Result

Purchase Pair B.
ACTIVITY 3.2
You want to buy some cereal in the supermarket. A small box containing
500g of cereal costs RM8.50. A larger box containing 1,000g cereal costs
RM15. Which box of cereal should you buy?

3.3 NUMERACY CONTINUUM AND EVERYDAY

LIFE PRACTICES
Highly numerate people should be able to apply numeracy skills across a variety
of real life aspects and are able to function responsibly in everyday life and career.
Recognising the place of mathematics in our environment is important as it
delivers the fundamental in exploring mathematics applications in real life.
3.3.1 Numbers and Operations

It is essential for us to be able to work adaptably with numbers and number
operations in our everyday life practices. Real numbers, natural numbers, integers,
rational and irrational numbers are the most basic types of numbers taught in our
classroom mathematics. The four basic operations which can be performed on all
real numbers are addition, subtraction, multiplication and division.
Now let us consider this situation. You are organising a birthday party for your
son and ten people are invited to attend the party. All of your guests must get
enough of each food item. You need to calculate the total number of people and
serve your guest equal portions of the cake. In this case, you are using natural
numbers and division to ensure all people get enough food. Another example
would be when you do budgeting for your household. Numbers and operations
are very essential in adding and subtracting income and expenses.
Example 3.4
Encik Zamri is a beekeeper. Last year, he harvested 1,452kg of raw honey. This
year, he bought some new hives and increased his honey harvest by 2,385kg. How
many kg of honey did Encik Zamri harvest this year?
Solution:
From the information, En Zamri increased his honey harvest by 2,385kg this year.
„Increased‰ means added to. Thus, we use addition to find the answer.
Total kilograms of honey harvested this year => 1452kg + 2385kg = 3837kg.
Therefore, En Zamri harvested 3837kg of honey this year.

Example 3.5
In an entrepreneurship workshop, there are 1500 participants with 875 of them are
female, how many are male?
Solution:
We have the total number of participants. Some of them are female. To find the
number of male participants, we use subtraction.
Number of male participants = Total number of participants ă number of female

participants
= 1500 ă 875
= 625
Therefore, 625 male participants attended the workshop.
Example 3.6
Zainal filled 50 plates with cookies. He put 5 cookies on each plate. How many
cookies did Zainal use?
Solution:
We can use multiplication to find the total number of cookies used.
Total number of cookies = Number of plates x Number of cookies on each plate

= 50  5
= 250
Thus, Zainal used 250 pieces of cookies.
Example 3.7
Pak Ali picked 350 guavas from his farm. He needs to divide the guavas into bags
to sell at the market. Pak Ali wants to put the same number of guava in 70 bags.
How many guavas can Pak Ali put in each bag?

Solution:
The problem states that Pak Ali needs to divide the guavas equally into 70 bags.
We can use division to solve the problem.
Total number of guavas = 350
Total number of bags = 70
Total number of guavas 350

Number of guavas in each bag =  5
Total number of bags 70
Therefore, Pak Ali can put 5 guavas in each bag.
3.3.2 Patterns
Patterns and number patterns are the foundation in mathematics because they are
considered as the building blocks in understanding numbers. Recognising and
understanding number sequences help us to generate algebraic formulae. With
patterns, we can learn to predict the future and discover new things and hence
better understand the world around us.
Consider the following sequence of numbers:
1, 4, 7, 10, 13, 16, . . .
It is recognised that each number has a difference of 3 in the sequence.
The pattern is continued by adding 3 to the last number each time.

Example 3.8
This example shows the use of patterns. Let us say it costs RM20 for admission to
a paintball game and an additional RM5 for every round of balls. This relationship
can be represented by the expression 5b + 20. Use this pattern rule to complete the
table of values below.
Number of Rounds Total Cost (in RM)

1 25
2
3
4
5
Solution:
Since the relationship can be represented by the expression 5b + 20, we verify first
the total cost for round 1 as follows:
b = number of rounds
if b = 1, Round 1 : 5 (1) + 20 = 25
Now using expression 5b + 20, we calculate the total cost for each round as
presented in the following table:
Number of Rounds Calculations Total Cost (in RM)

1 5(1) + 20 25
2 5(2) + 20 30
3 5(3) + 20 35
4 5(4) + 20 40
5 5(5) + 20 45

3.3.3 Fractions, Decimal Numbers and Percentages

A fraction represents a part of a whole and it is recognised by the slash that is
written between the two numbers. We have a top number, the numerator and a
bottom number, the denominator. For example, ¾ is a fraction.
Fractions are regularly used in our everyday life situations. Let us say we went to
a department store to buy a new shirt and we see some deals giving half price
offers. In mathematical notation, the half can be written as ½; a fraction. We also
use fractions when we are using recipes in cooking and baking. For example we
may need ¾ cup of sugar, ¼ cup of butter and ½ teaspoon of salt.
Decimal numbers are important in money and measurement conversion. They are
also essential in understanding what proportion of a whole is represented.
Decimals are used when we require more precision values than the whole numbers
can provide. We use decimal numbers in our everyday life when we are dealing
with money, area, weight, length and many more. For example, we may say a
person has RM5.50 or a person is 74.5kg.
What does percent mean? The word percent comes from the phrase „per cent‰.
Cent is a root that means one hundred, so „per cent‰ literally means per one
hundred. It is used in various contexts in everyday life. We often see special deals
in stores such as 50% discount or 25% mark down. The capability of interchanging
between a fraction, decimal number and percentage is a skill that allows us to solve
problem in different ways.
Example 3.9
Alif works as a salesman in a property firm. If the commission rate is 4%, how
much commission does he make on property sales worth RM300,000.00?
Solution:
To find the commission, we will multiply the amount of sales by the commission
rate by 4%.
Therefore, commission = 4% of RM 300,000.00

4
=  RM300,000.00
100
= RM12,000.00

SELF-CHECK 3.4
Imagine you bought four items costing RM36.99, RM22.99, RM16.85 and
RM8.25 from an online shop and the postage is RM10.90. Round these
prices to the nearest RM and estimate for the total cost.
A group of 480 adults were asked to provide reasons why they decided
to enrol as OUM learners. Of the 480 learners, 240 learners justified they
want to enhance their career, 160 signed up with OUM due to its
flexibility and 80 enrolled because of the affordable fees offered.
Calculate the percentage for each group.
3.3.4 Interpreting Statistical Information

In everyday life, data and statistics are presented in the news and media on various
topics, such as in health, education, economics, politics, environmental issues
and many more. Interpreting the statistical information including charts and
infographics allows us to make conclusions and decisions. Consider this situation,
you want to buy a can of drink. You can read on the food label that provides the
data on the content of the drink. You can see the amount of calories, fats, sugar,
protein, etc. This information allows you to make an informed choice whether to
buy the drink.
Example 3.9
The following infographic shows the population of Malaysian citizens by ethnic
group for the year 2017 and 2018.
Source: https://www.dosm.gov.my

Calculate the population of Malaysian citizens in the year 2017 and 2018. Comment
on the difference.
Solution:
Based on the infographic,
The population of citizens for 2017 = Bumiputera + Chinese + Indian + Others

= 20.07 million + 6.67 million +
2.00 million + 0.29 million
= 28.74 million
The population of citizens for 2018 = Bumiputera + Chinese + Indian + Others

= 19.78 million + 6.69 million +
2.01 million + 0.29 million
= 28.77 million
The difference between 2018 and 2017 = 28.77 million ă 28.74 million
= 0.03 million
Thus, the population increased by 0.03 million in 2018 as compared to 2017.
3.3.5 Measurement
Measurement provides a standard for things and processes in everyday life. It is
essential in science and technical fields and to almost all everyday activities.
Calculations involving weight, height, area, volume, time are required in real life
contexts and enable us to work out accurate amounts. If we want to bake a cake,
we need to know how many grams of butter required in the recipe and definitely
we will use kitchen scale to measure it accurately. When we are monitoring our
body mass index (BMI), we need to measure our own body weight and height
using measurement tools accurately.

Example 3.11
Mary buys a reel of thread for sewing. There are 10 metres of thread on the reel.
She uses 210 centimetres. How much is left on the reel in centimetres?
Solution:
Use metric conversion 1 metre = 100 centimetres
Thus Total thread on the reel = 10  100 = 1000 centimetres.
Mary used 210 centimetres means we need to subtract 210 centimetres from
1000 centimetres.
Therefore the thread left on the reel = 1000 ă 210
= 790 centimetres.
ACTIVITY 3.3
Waist circumference is an indicator of health risk associated with excess

body fat around the waist. Let us measure our waist circumference using
this simple steps:
(a) Find the top of your hip bone and the bottom of your ribs.
(b) Place the tape measure midway between these points and wrap it
around your waist.
(c) Check your measurement.
Your health is at risk if your waist size is:
Men Over 94cm (about 37 inches)
Women Over 80cm (about 31.5 inches)

3.3.6 Multiples, Factors and Primes

Understanding multiples and factors help us to easily navigate number
relationships in the real world without relying on our calculator or phone to do
the work for us. We can apply multiples of 10, 20 and 50 when counting coins,
calculating area of a space and compute the compound interest on the principal
amount of a loan. We can use also factors in travelling by calculating how many
hours it would take to get to the destination.
A prime number is a whole number greater than 1 whose only factors are 1 and
itself. It is considered as the building block of the number system. In real life
application, it is often used to encrypt information via communication networks
by mobile, to encode information that is sent wirelessly when making transactions
on our credit cards, debit cards, computers and many more.
Example 3.12
Florence the florist has 24 white, 42 red and 36 yellow roses. What is the greatest
number of identical bunches she can make that uses all of the flowers?
Solution:
We use the greatest common factor to find the identical bunches.
The greatest common factor (GCF) is the greatest factor that divides two numbers.
To find the GCF of three numbers:
(a) List the prime factors of each number
(b) Multiply those factors that all numbers have in common. If there are no
common prime factors, the GCF is 1.
Prime factorisation of 24 : 2  2  2  3
Prime factorisation of 36 : 2  2  3  3
Prime factorisation of 42 : 2  3  7
The prime factors common to 24, 36 and 42 are 2 and 3.

We multiply the numbers : 2  3 = 6
The greatest number = 6
Therefore, Florence can make 6 identical bunches by using all the flowers.

SELF-CHECK 3.5
1. Assume that the full marks of a mathematics test is 80 marks, and

learners need to achieve at least 45 per cent to pass. How many
marks guarantee a passing grade?
2. Body mass index (BMI) is a measure of body fat based on body

mass and body height that applies to adult men and women. It is
calculated by dividing the body mass with the square of the body
weight. AlinaÊs weight is 65kg and her height is 146cm. Calculate
her body mass index (BMI) and state whether AlinaÊs BMI is in
healthy range or not? Given that the healthy range is between
18.5kg/m2 ă 24.9kg/m2.
3. If you travel 720km on a vacation, you need to know how many

hours you must drive to plan your trip. At an average speed of
120km/h, how many hours would it take to arrive at your
destination?
4. The following figure shows the nutrition label of a packed food.

Based on this, how would you help your friend with high blood
pressure? How can your friend use this information to make
healthy and appropriate food choices?
5. A cipher is an algorithm for performing encryption or decryption

in cryptography. Given the following simple substitution cipher of
26 letters:
plain alphabet : abcdefghijklmnopqrstuvwxyz
cipher alphabet : phqgiumeaylnofdxjkrcvstzwb
Find the encryption of cipher text: epxxw nipkfafm

 Numeracy is defined as the ability to understand and work with numbers.
 Innumeracy is defined as a lack of ability to understand and use numbers in

calculations.
 Being numerate allows us to function responsibly in everyday life and

contribute effectively to society.
 The fundamental aspects of numeracy are mathematical reasoning, problem

solving and decision making.
 Inductive reasoning involves looking for patterns and making generalisations.
 Deductive reasoning involves making a logical argument, drawing

conclusions, and applying generalisations to specific situations.
 The four stages in PolyaÊs problem solving: understanding problem, devise a

plan, execute plan and look back.
 There are seven main processes involved in decision making.
 Several daily life practices involves numbers and operations, patterns, fraction
and decimal numbers, measurement and multiple factors and primes.
Decision making Measurement
Deductive reasoning Numeracy
Inductive reasoning Numerate
Innumeracy Patterns and relationship
Mathematical reasoning Problem solving

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general mental ability? A closer look at a common measure of
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Topic 3 Numeracy Skills

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Topic 3 Numeracy Skills

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Topic  Numeracy

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The concept of numeracy and its relation with mathematics is depicted in

Numeracy does overlap significantly with a subsection of what is taught in

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Figure 3.1: Numeracy and mathematics

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3.1.1 The Importance of Numeracy Skills

Furthermore, numeracy helps us in understanding statistical information such as

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3.2 FUNDAMENTAL SKILLS IN NUMERACY

Figure 3.2: Fundamental skills in numeracy

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Based on Figure 3.3, in general, deductive and inductive reasoning thinking

Figure 3.3: Inductive and deductive reasoning

Deductive reasoning is a basic form of valid reasoning and involves making a

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Inductive reasoning is the opposite of the deductive reasoning. It involves looking

Scientists use inductive reasoning to formulate hypotheses and theories whereby

Let us take a look at an example of inductive reasoning. After we examine the

1. Make a conclusion by using inductive reasoning for each of the

(a) Zain is an excellent swimmer and his family has a swimming

(c) Razak is a football player. All football players in the school

2. Deduce the following situation.

(c) Red meat has iron in it and beef is red meat.

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3.2.2 Problem Solving

Figure 3.4: PólyaÊs four stages of problem solving

In selecting an appropriate solution, we need to devise a plan. In this second stage,

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Stage 1: Understanding the Problem

From the question, we extract the following information in words:

(a) Afiq picked twice as much strawberries than Zila.

(b) Maria picked 2kg more than Zila.

(c) Three of them picked 30kg of strawberries.

We assume that x = number of strawberries (in kg) picked by Zila.

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Stage 2: Devise a Plan

Stage 3: Carry Out the Plan

We know the total picked by all three is 30kg.

 Amount picked   Amount picked   Amount picked 

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Stage 4: Look Back

Adding up all the strawberries picked by three of them => 7 + 14 + 9 = 30.

3.2.3 Decision Making

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Figure 3.5: Decision making process

Let us consider a simple situation in daily life.

Step 1: Identify the Problem

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Step 2: Gather Information

(a) Price Information : Pair A = RM220

(b) Brand for Pair B is better than Pair A and Pair C.

(c) Pair B has 30% discount.

(d) Pair A is cheaper than Pair B and Pair C.

(e) Pair B is a good brand with discounted price at RM224.

Step 3 and 4: Identify Alternatives and Evaluate the Alternative Solutions

Stage 5: Select the Best Solution

Stage 6 and 7: Implement Decision and Evaluate the Result