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Students will learn about daylight. They will collect data on sunrise and sunset in the town or city where they live.  They will understand the data pattern and offer a hypothesis about  the reasons that the amount of daylight varies during the year.

A number chart of 100 is a simple aid for helping pupils see pattern in number, and can support a wide range of learning activities. Number charts can be used for young pupils to practise counting, yet can also be used for open-ended investigations with older or more able pupils. In this section you will help your pupils to understand mathematical concepts through investigational and group work.

Number booklet coverDuring April 2008 Brombacher and Associates ran a four-day workshop for FET College lecturers on the assessment and remediation of the pre-requisite knowledge and skills assumed to be necessary for students to be able to study Mathematical Literacy. The workshop, presented by Aarnout Brombacher and Marc North,was attended by one lecturer from each of the 50 FET Colleges. The workshop focussed on the use of pre-tests to determine the knowledge and skills that college students have at the start of the programme and on the teaching of the necessary knowledge and skills in those cases where the students do not have these. Click on the "read more" link below to access the pre-test and remediation materials developed for the workshop as well as the powerpoint slide shows that supported the teaching these could be used by college lecturers in their remediation efforts. Downloads: Handout (44 pages): Numbers (download) o Presentation: Order of operations (download) o Presentation: Percentage (download) o Presentation: Ratio (download) o Presentation: Proportion (download) o Presentation: Rate (download) Handout (40 pages): Patterns and Relationships (download) Handout (11 pages): Space, Shape and Orientation (download)

In this unit students develop a variety of mathematical skills including: * Data collection and organisation, using a questionnaire about grocery stores, brand names and cell-phones.* Graphical representation of the data collected using bar graphs and pie charts.* Understanding cumulative data, as well as developing and interpreting frequency tables. * Analysis of data to answer questions, using graphs and tables.* Reading and interpreting fi gures, in the context of a newspaper report concerning skills development. * Calculating the various measures of central tendency and percentages in the context of workers and wages.* Working with range and spread of data.* Identifying distortion and manipulation of information.* Identifying patterns and trends,  through working with scatterplots and broken line graphs.* Making simple predictions and comparisons.

"By the end of this section, you will have: * explored multiplication with your pupils through visual means; * used rectangular shapes to help pupils understand factors; * used investigations to explore patterns in number series."

Numbers,  Order of Operations Patterns and Relationships Percentage Proportion Rate Ratio Space, Shape and Orientation

This unit gives a historical background to mathematics education in South Africa, to outcomes-based education and to the national curriculum statement for mathematics. The traditional approach to teaching mathematics is then contrasted with an approach to teaching mathematics that focuses on 'doing' mathematics, and mathematics as a science of pattern and order, in which learners actively explore mathematical ideas in a conducive classroom environment.