Numeracy

        Throughout my work experience, I have gained a rudimentary understanding of numeracy and applied it in various settings. While I may have yet to receive formal training in mathematics, I have acquired practical skills that have helped me work with numbers and data effectively. Creating patterns as a fashion designer, budgeting clothing expenses as a costume designer and stylist, and calculating grades as an ESL teacher are a few examples of how my numeracy skills developed.

As a freelance fashion designer, I learned the pivotal role of numeracy skills in creating bespoke garments. I manually drafted flat patterns using numeracy skills, such as measuring, multiplying and dividing fractions, and basic math, to manipulate them into unique designs for clients. I computed the fabric yardage required and calculated the cost. One notable project was to design and create a dozen matching Lycra LED costumes for a dance troupe. The challenge was grading the pattern for each dancer’s unique body size and type (5.1 True Spin Men’s Leggings LED Costume Master Grading Pattern). Grading involved precise measurements and calculations in creating perfectly fitting custom garments, which required me to analyze and evaluate necessary alterations on the flat pattern or garment.

Manually drafting an original design using custom measurements utilizes several numeracy skills. First, I calculated the stretch percentage of the fabric. The simplest method I found was holding a 10cm2 piece of cloth and pulling it along a ruler. If it stretched to 14cm (like Lycra), that told me the material had 40% stretch. If I reduced my pattern in the direction of stretch by half this amount (20%), it would allow the fabric to fit snugly enough but not too tight. I began by manually drafting a base leggings pattern, following measurements taken from a dancer; in this case, my first was the smallest. In hindsight, choosing the dancer with the closest average sizes would have been better to make grading easier. I drafted only one side of the leggings, to be cut as a mirror image. Then, I layered each dancer’s pattern on top, using the base pattern for reference, and applied their measurements. I remembered to work in half measurements. To illustrate the numeracy skills used, I took my client’s hip circumference (44”) and divided it by 2 to get the flat pattern length (22”). Next, I reduced by half of 20% to account for fabric stretch (x.10). (22” x .10=2~3/16”, 22 – 2~3/16= 19~13/16”). Then, I added seam allowance of ¼” on both sides, adding ½” to the total (19~13/16 + ½= 20~5/16”). Finally, I centered this on the side seam, dividing the length in half to mark about 10~1/8” on each side. To complete the master pattern, I applied this formula to all horizontal measurements and then used my curved ruler to blend the outer dots in a smooth line. Finally, I traced off each pattern piece, added seam allowance to inner seams (remembering the outer seams had already been added), and labeled them. I used different colored markers for each dancer on my master pattern to see which measurements to follow.

I learned to draft patterns in inches at Blanche Macdonald. Then I extended my skills by studying and applying theories in Helen Joseph-Armstrong’s Patternmaking book, which became my go-to guide. At first, I created a diagram of an inch down to the 1/16 of an inch to help me visualize calculations when adding and subtracting between fractions with different denominators. I often converted inches to decimals to be able to calculate percentages faster. To make life easier, I also created a decimal and fraction conversion chart for measurements of less than an inch. I learned foundational skills such as squaring a line and finding the midpoint, using a quilting ruler to add seam allowance easily, calculating a bust radius, and manipulating darts to contour. With flat patternmaking, I must envision how the flat pattern will look in 3-D and use slash and spread or pivot methods to manipulate the basic block into my design.

I learned the importance of measurements and basic accounting in garment making, which helped me evaluate my small business. To maintain accuracy and consistency in my work, I created a standardized measurement form in inches that I filled out for each client, including preference notes. I quickly learned that even minor measurement discrepancies could impact a garment’s final fit, leading to increased fittings and more time spent on the project. In addition, I conducted basic cost/profit accounting for each garment to track financials and client budgets. This experience was the first of many that helped me understand the cost of materials, labor, and overhead to evaluate pricing strategies based on the Taiwanese market and client demand. Early on, I used the final price of the garment minus the cost of my materials to determine my profit. Later, I divided my profit by the hours I spent patternmaking and sewing to discover how low I was paying myself. Eventually, I stopped creating custom garments because my financial analysis made me painfully aware I lost profit due to labor costs.

As a costume designer at The LAB, I managed a budget of $10,000NTD ($330USD) per theatre play for 12 plays. I quickly learned that numeracy was integral to delivering costumes within budget. To monitor the budget, I used basic math skills to keep written purchase records by writing down the total budget and subtracting each purchase as I made it. The running total was how much money I had left to spend, and I had to ensure I never hit zero. When the total was low, I evaluated the most cost-effective options for purchasing the remaining costumes, which involved calculating loyalty discount percentages.

After The LAB, I spent three years as a stylist for Lara Veronin at Meimeiwawa Multimedia (MW). I managed a quarterly clothing budget. Building on my experience at The LAB, I learned how to keep an up-to-date purchase record in a shared Sheets file (5.2 Meimeiwawa Wardrobe Purchases Google Sheets 2017). Esther, Lara’s manager, created the file and taught me the basics of a running total and adding purchase details. By inputting data at the time of purchase, I accounted for every dollar and communicated with Esther. I confirmed I input accurate dates and prices and deducted the correct number from the budget total. If the running total was positive, I could see how much money I had to spend. If the number was negative, I was spending my own money and needed to ask Esther for more budget. Sale discount signs are displayed differently in Chinese, as a percentage of the original price, not off. This method confused me at first. For example, a 20% discount is displayed as bā zhé (literally 8 discount), which means “20% off” or “80% of the original price”. Usually, signs do not use the percent symbol, and signs use the character zhé after the number. I learned to compute this over time by flipping the number: 4zhé means 60% off, 7zhé means 30% off, and so on. My experience at MW taught me the importance of careful budgeting, the ability to make sound financial decisions, and the value of using technology to keep accurate records.

I developed my numeracy skills further in my work as an ESL teacher. I used to calculate and record grades by hand for each student’s tests and class averages, which was tedious. I added up each student’s test scores, divided them by the total score of all tests in the semester, and multiplied by 100 to find the average percentage for each subject. Some students were absent for some tests, so I subtracted their missing test scores from the semester total before dividing them. Then I added all student averages per subject and divided it by the number of students to find the class average for each subject. Finally, I summed all subject averages per student to find their final overall grade. With our new curriculum, I was eager to upgrade to digital. I had previously learned how basic formulas work in Excel by watching Lynda.com tutorials and found useful grading templates on Teachers Pay Teachers. I assisted in developing an online grading system using Google Sheets and Excel for Open Court (5.3 Beth’s Academy Grade One First Semester 2022 Report Card Grades). I applied the knowledge I gained at MW to grading and quickly learned how to add my class data. First, I added the subject totals per test for the semester in the Master sheet. Then, I input each student’s weekly test scores for each subject and let the formula calculate the test percentage. Next, I could view the class averages for each subject, lesson, and unit, as well as per student. I used the Overview page to analyze the data, quickly identify absences, and spot struggling students to offer targeted support. I provided feedback on how to fine-tune the file, to Beth’s manager, Albert, such as requesting current student subject averages. This process taught me how to organize, present, and analyze numerical data for instructional decisions.

Evidence Supporting Numeracy

5.1 True Spin Men’s Leggings LED Costume Master Grading Pattern

5.2 Meimeiwawa Wardrobe Purchases Google Sheets 2017

5.3 Beth's Academy Grade One First Semester 2022 Report Card Grades