PR-2237IRE Ancient Rome

TEACHERS
N OTE
Activity Suggestion
1. Both players estimate their likely score for 10 spins.
2. A ballpoint pen is placed in position.
3. Player ‘A’ spins the wheel and scores the number opposite
the pen if the number is read correctly.
4. Player ‘B’ spins the wheel.
5. Players add up their scores and the difference between a
player’s estimate and actual score is recorded on a
class block graph.
Discuss the results.
Roman Life – Numbers
The early Roman number system of around 500 BC was different in some respects from the system
we use in schools today. At that time, a Roman wrote 4 as IIII (not IV) and 9 as VIIII (not IX).
The older Roman numeral for 100 was with + and x also being used. 1 000 was written as
or or . M as the symbol for 1 000 was rarely used until it became more common hundreds
of years later.
The Romans were not particularly interested in mathematics. They had little use for large numbers and avoided
the use of fractions.
There are several theories regarding the shape of the numerals. The 1 is believed to represent a finger, the V
possibly the shape between the forefinger and thumb or the rough shape of the five fingers. The X is thought to
be the two hands joined and the C is probably an abbreviation for ‘centum’ which is Latin for one hundred. The
numeral L was written or during the years of the Republic and the D usually had a middle bar (D). The
Roman numeral for 500 (D) is believed to be derived from the bisection of the old symbol for 1 000 ( ).
The problems using the additive and subtractive principles may need some blackboard practice first.
Viewing Sample
The ‘Spin the Roman Wheel’ results on the class graph could be discussed with the following questions:
1. Are there any small differences showing good estimates?
2. Did anyone estimate their actual score?
3. Could any children be 100% sure their estimates would be correct? Why?
– 68 – Ancient Rome Prim-Ed Publishing www.prim-ed.com