# Roman Numerals Presentation

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1 Roman Numerals Presentation Intended for Grade: 3 rd grade Subject: Math Description: This lesson is to teach the children about their math symbols (specifically <, >, =) using numbers and Roman numerals. They will learn to distinguish among I=1, V=5, X=10, L=50, C=100, D=500, and M=1000. This lab is interesting to children because it teaches them math in a language that was used in ancient times. Objective: The student will be able to recognize roman numerals 1 to 100, write roman numerals 1 to 100, order roman numerals (less than, greater than, equal to). They should be able to interpret Roman numerals in the uses they still have today (in an outline, as part of chapters in a book, numbers on a clock face, describing which Super Bowl is which, etc.). As a result of doing this activity, the students will learn that there is more than one way to represent a number; just as there are different languages for words, there are different languages for numbers as well. State Framework addressed: Math Framework Some number and letter 6l: Read and write Roman Numerals 1 to 100. National Standard addressed: Math Standard: Numbers and Operations Materials: Pixy stix An equation sign card with < on one side and = on the back Roman Numerals displayed in room NSF North Mississippi GK-8 1

4 numbers. If not, then you are ready to go on to the next step. Next, add up all of the numbers going from left to right including the result of any subtraction that you did. 7. Then do some examples to solidify the concepts. Here are a few: Example 1: III. I=1. In 1, 1, 1 -- there are no smaller numbers after bigger numbers. So 1+1+1=3. Example 2: VII. V=5 and I=1. In 5, 1, 1 -- there are no smaller numbers after bigger numbers. So, 5+1+1=7. Example 3: IV. I=1 and V=5. In 1, is after 1 and it is also bigger, so 5-1=4. Example 4: IX. I=1 and X=10. In 1, is after 1 and is also bigger, so 10-1=9. Example 5: XIV. X=10, I=1, and V=5. In 10, 1, is after 1 and it is also bigger, so 5-1=4. Then 10, 4 -- In 10, 4 there are no longer any bigger numbers after smaller numbers so 10+4=14. Example 6: XXVII. X=10, V=5, and I=1. In 10, 10, 5, 1, 1-- there are no smaller numbers after bigger numbers, so =27. Activity 1: Purpose: to review Roman numerals Suggested time: min. Materials: Worksheets Procedure: Hand out the worksheet to all the kids, and go over the problems one at a time. Give at least seconds for each problem so all the kids can have a chance to figure it out by themselves before you go over it. Then, ask one of them to give the answer and then reiterate the explanation for that particular problem or have the kid who answered explain it. The answers are: 1) 24 NSF North Mississippi GK-8 4

5 2) 79 3) 49 4) 29 5) 92 6) 83 7) 32 8) 48 9) 54 10) 57 Expected results: The kids should be able to translate the Roman numerals into Arabic numbers. Activity 2: Purpose: To have kids use Arabic and Roman numerals in an equation. Suggested time: min. Materials: Arabic number cards Roman numeral cards Card with < and = on each side Procedure: You have laminated cards of all of the Arabic numbers and of the Roman numerals you chose (some cards are included with this project), and also a card with an = sign on the back and a > (that can be turned upsidedown for <) sign on the front. A) [Realize that some classes probably already know < and >, and some probably do not. So figure out whether they know this already, and if they do not, then be prepared to do a short little spiel before Activity 2 about how the mouth (the < or >) always wants to eat the bigger number If the sign were your mouth, would you rather eat 10 cookies or 2 cookies? might be a good question to ask if introducing this.] Start with Arabic numbers. Have the kids volunteer to be a number, and then arrange them so that they make 2 different numbers. Then have a volunteer hold the equation card in the center, and have him (with the help of the rest of the class) determine what the equation card should read (<, >, NSF North Mississippi GK-8 5

6 or =). Repeat this part of the activity with a few different numbers, and then move on to B. They probably already know how to use these symbols fairly well, so this part shouldn t take too long. B) Now repeat the same activity with Roman numerals on one side and Arabic numbers on the other. C) Now repeat the activity again using only Roman numerals. Again, use the size of the numbers at your discretion according to how fast your class is picking up the concepts. D) If time permits, try instead using 2 signs (< and < or > and >), this time holding the signs stationary first, and then forming groups of kids into Roman numerals, and getting the groups of kids (instead of changing the < or > like the last activities) to arrange themselves (who represent entire numbers) in ascending or descending order using both signs. Expected results: Kids should be able to use the (<, >, =) not only with Arabic numbers but with Roman numerals as well, combining two previous math concepts that have been introduced. Activity 3: Purpose: to translate Arabic numbers to Roman numerals. Suggested time: min. Materials: pixy stix Procedure: Divide the class up in to groups of 3 or 4 depending on class size. Hand out 10 pixy stix to each group. You are going to call a number and help each group to see if they can construct the Roman numeral corresponding to the Arabic number. The suggested pattern is: 9 (IX) NSF North Mississippi GK-8 6

7 4 (IV) 17 (XVII) 19 (XIX) 24 (XXIV) 76 (LXXVI) 46 (XLVI) etc. [be sure any other number you call can be formed using 10 pixy stix or fewer] Safety Consideration: This candy contains pure sugar so be careful. For complete information look at the ingredients section on the bag. Expected results: The kids should be able to translate Roman numerals into Arabic numbers. Extended Activities: Ask them what these symbols mean: >, <, =, I, V, X, L, C, D, M. (probably one student should be able to handle telling you what each one means present it as a challenge to see if any one person can tell you what all the symbols mean) Be sure that you have introduced D and M before this one. Pass out a dollar bill to each of the kids (or to each group of kids depending on how many dollar bills you have), and ask them if they can find where this common everyday item has Roman numeral on it. [It is on the back on the bottom of the pyramid.] Once they have found it, ask if they can translate it, going through the process at a rate of your discretion. After that, you might want to ask them if anyone knows the significance of that number why is it on the United States dollar bill? They should make the 1776=Declaration of Independence connection, so give them a chance to guess, but go ahead and tell them if no one knows. Ask for one bold volunteer to see if he can write all the Roman numerals from 1-20 (or whatever you think best fits how your class is doing 1-50 would be excellent if possible), and let the class help him if he needs it. This NSF North Mississippi GK-8 7

8 is important so that they can all see how Roman numerals sequence, which they may not have picked up on indirectly by now. Tell them that at the end of every movie, at the very end of the credits, the year the movie was made is represented in Roman numerals. So, suggest that the next time they watch a movie in a theater or rent a movie, they wait until the very end of the credits, and notice the Roman numeral, and try to translate it before it scrolls by. Sources: Shilpa Patel & Brandon Zinn Prepared by: Name NSF NMGK-8 University of Mississippi Month Year NSF North Mississippi GK-8 8

9 Name: Group names: Roman Numerals Worksheet 1. XXIV = 2. LXXIX = 3. XLIX = 4. XXIX = 5. XCII = 6. LXXXIII = 7. XXXII = 8. XLVIII = 9. LIV = 10. LVII =

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