Question #3-Who are the peoples of Latin America, both past and present? In this lesson, students learn about the number system created by the Mayas. This will enrich the student's understanding of the Mayan's contribution to Latin American society.
Skills:
Content Focus: Math problem solving (place value, problem solving and averaging) and social studies (Latin America study/culture, historical connections)
Materials: Mayan Number System Chart (poster/transparency and handout versions), index cards, markers and paper for scratch work.
Procedures:
1. Divide the class into teams. Distribute the Mayan Number System explanation and symbol sheet. Explain the basic Mayan number system using the overhead projector. Model how the numbers were formed and practice identifying numbers with the whole class.
2. Instruct the groups to select a facilitator. This person should make sure everyone clearly understands how the system works. The group also needs to select a recorder, a math checker and a time keeper.
3. Tell the students that they must work as a group to create 10-15 mathematical equations using Arabic numerals. They should write and solve both addition and subtraction problems.
4. Then, instruct the students to translate their equations into the Mayan form. They must make flashcards depicting the equations using the large index cards provided. Remind students to use large print and legible handwriting since these must be read by another team in order to play a game when everyone is finished. On the back of each card, students must record the answer to the question in both small Arabic numerals and Mayan symbols.
5. Once each team has finished creating 10-15 cards, they will be ready to pair up with another team in order to play the game. Demonstrate how to play the game by asking a group with a large number of cards (15 or more) to play two rounds with you. (Game directions: Team facilitators take turns holding up one of their flashcards for another team to solve. As soon as the flashcard is held up, a timekeeper can measure the time it takes for the team to solve the problem. After all the flashcards have been shown, the timekeeper adds up the total time that each team spent solving the problems and averages the total amount of time spent per flashcard. Determine which team had the fastest average.)
THE MAYAN NUMBER SYSTEM:
Background Information: The Mayas used three symbols: a dot; a bar and a drawing of a shell. The dot equaled 1, the bar equaled 5, the shell equaled 0. The Mayan system used place-value just as we do. For example, 126 means 1 hundred, 2 tens, and 6 ones. In the numbering system we use, numbers are written from left to right, with the lowest number on the right. The Mayan system has the lowest numbers on the bottom and the highest numbers on the top.
In the Mayan system, number places go from top to bottom. Each place is based on a factor of 20 rather than 10 as in our system. While we use places based on 1's, 10's, 100's and 1000's, Mayan people used 1's, 20's 400's, and 800's.
Examples:
754 would look like this:
20,560 would look like this:
Mayan Numbers:
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0 |
1 | 2 | 3 | 4 |
| 5 | 6 | 7 | 8 | 9 |
| 10 | 11 | 12 | 13 | 14 |
| 15 | 16 | 17 | 18 | 19 |