chapter 2: counting & recording of numbers
DESCRIPTION
Chapter 2: Counting & Recording of Numbers . Presented by Erin O’Halloran. Historical Perspective. Oldest mathematical skill for which we have evidence May have preceded written language. Tally Sticks. Notches denote numbers Connected to Roman numerals Made of animal bone, wood, stone. - PowerPoint PPT PresentationTRANSCRIPT
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Chapter 2: Counting & Recording of Numbers Presented by Erin O’Halloran
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Historical Perspective Oldest mathematical skill for which we
have evidence
May have preceded written language
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Tally Sticks Notches denote
numbers Connected to
Roman numerals Made of animal
bone, wood, stone
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Egyptian Numerals ~3400 BC One of the earliest
forms of numbers Base-10 numerical
system Could be
expressed as fractions
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Roman Numerals ~800 BC Still taught in
elementary and middle
Combination of Latin symbols
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Attic Greek Numerals ~700 BC Similar to Roman
numerals Expressed in
exponents for larger numbers
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Greek Alphabet Numerals Ciphered numeral
number 1-9 10-90 100-900
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Chinese-Japanese Numerals 1400 BC Written vertically
not horizontally
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Developmental Perspective Natural human
endeavor Early months:
discriminate one from two objects
2-3 years: compare large groups of objects
4-5 years: ordinality and cardinality
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ScenarioFive year old Peter is doing an activity with his teacher. Ms. Jannat holds out a canister of candies and asks Peter "'How many do you think there are?' Peter looks into the can and, carefully touching each of the wrapped candies, he counts, 'One, two, three, four, five, six.' Ms. Jannet smiles and pours the candies out on the floor... She says 'Are you sure?' Peter moves the candy that has fallen behind a toy car so it is together with the rest, and he again counts. He then lines the candies in a column- the two blue candies are on top- and, as he counts, he tags each candy with a number, 'One, two, three, four, five, six, seven.' 'How many?' Ms. Jannat asks. Peter again begins to count, 'One, two, three.' He hesitates and then he says, 'Seven.'"
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Art of Counting Sets Functions Combinatorics
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Sets Union &
intersection Misconceptions
“and” = bigger “or” = smaller
Activity!
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Functions Surjective Injective
Misconceptions
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Combinatorics Permutations
Misconceptions Permutation vs.
combination
Problem Set 2.6
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Positional Number Systems Number zero is
CRUCIAL in math Calculus Finance Arithmetic Computers
Placeholder for bases
Expanded notation
Who knew I was so important?
Video
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Problem Set 2.7&
Activity!
62 61 60
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Large Numbers How big is a billion? What’s the largest
number you could write?
Idea of infinity Fractals Number lines
Misconception Infinity is a hard
concept Using number line to
give idea of real numbers