# Number Systems

### Properties, and Operations

## How can this connect to the Classroom?

**Related Common Core Math standards:**

CCSS.Math.Content.5.NBT.A.1

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

CCSS.Math.Content.5.NBT.A.2

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

**Possible Points for Implementation:**

- As students learn about how our number system works, I can use information about the ancient Egyptian Number systems for
**hieroglyphics**(long hand for carving on stone) and**hieratics**(short hand for writing on the Papyrus) to help students appreciate the simplicity of our number systems.

**Important differences between Ancient Egyptian and our modern number system:**

-The Heretic system required less repetition, but used

**36**different symbols.

-Because they had a symbol for every multiple of 10, 100, and 1000, they had no need for 0 as a place holder.

**In class students can be given a chart of Egyptian numbers and be asked to write number in Egyptian writing or translate Egyptian writing into our modern number system.**

Points of discussion will include the limitations and problems presented by this number system.

Points of discussion will include the limitations and problems presented by this number system.

## Sources

**Research:**

*National Council of Teachers of Mathematics ,*November 2003 Issue

*"*The influence of Ancient Egypt on Greek and Other Number Systems" By Claudia Zaslavsky

http://www.timemaps.com/civilization/mayan-civilization

**http://www.vedicsciences.net/articles/history-of-numbers.html**

**http://www.basic-mathematics.com/babylonian-numeration-system.html**

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