Description
Geometry: Geometry - Angles
Have you ever thought about why a “3” stands for three or
why a “4” stands for four? This activity provides an element of novelty where students gain an appreciation for research by discovering the origin of our number system.
The student will have an opportunity to:
• collect information from multiple sources
• generate research topics from personal interests
• ask open-ended research questions
clarify, evaluate, and synthesize collected information
Please visit My TpT Store for more engaging resources.
Other Products You May Like:
Activities for Early Finishers.(Your Grade or Your Subject)
Decode Key Concepts in Math (Find Your Grade Level)
Fun, Interactive Trivia Games
Engaging Activities on Historical Leaders
This product, created by Paula McClendon, at Dazzle on a Dime, LLC is licensed for one classroom use only.
Have you ever thought about why a “3” stands for three or
why a “4” stands for four? This activity provides an element of novelty where students gain an appreciation for research by discovering the origin of our number system.
The student will have an opportunity to:
• collect information from multiple sources
• generate research topics from personal interests
• ask open-ended research questions
clarify, evaluate, and synthesize collected information
Please visit My TpT Store for more engaging resources.
Other Products You May Like:
Activities for Early Finishers.(Your Grade or Your Subject)
Decode Key Concepts in Math (Find Your Grade Level)
Fun, Interactive Trivia Games
Engaging Activities on Historical Leaders
This product, created by Paula McClendon, at Dazzle on a Dime, LLC is licensed for one classroom use only.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Description
Geometry: Geometry - Angles
Have you ever thought about why a “3” stands for three or
why a “4” stands for four? This activity provides an element of novelty where students gain an appreciation for research by discovering the origin of our number system.
The student will have an opportunity to:
• collect information from multiple sources
• generate research topics from personal interests
• ask open-ended research questions
clarify, evaluate, and synthesize collected information
Please visit My TpT Store for more engaging resources.
Other Products You May Like:
Activities for Early Finishers.(Your Grade or Your Subject)
Decode Key Concepts in Math (Find Your Grade Level)
Fun, Interactive Trivia Games
Engaging Activities on Historical Leaders
This product, created by Paula McClendon, at Dazzle on a Dime, LLC is licensed for one classroom use only.
Have you ever thought about why a “3” stands for three or
why a “4” stands for four? This activity provides an element of novelty where students gain an appreciation for research by discovering the origin of our number system.
The student will have an opportunity to:
• collect information from multiple sources
• generate research topics from personal interests
• ask open-ended research questions
clarify, evaluate, and synthesize collected information
Please visit My TpT Store for more engaging resources.
Other Products You May Like:
Activities for Early Finishers.(Your Grade or Your Subject)
Decode Key Concepts in Math (Find Your Grade Level)
Fun, Interactive Trivia Games
Engaging Activities on Historical Leaders
This product, created by Paula McClendon, at Dazzle on a Dime, LLC is licensed for one classroom use only.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
All verified TPT purchases
This is a great resource; my students really enjoyed it.
Great resource! Thank you!
This is really neat!
While I'm sure that this lesson was well intended, one of my friends is a professor of the history of Indian mathematics, and is well versed in the origin of our numerical system. She was adamant that this is not even close to how our numerals were formed, and was horrified that this was being taught as fact to children. Here is her email response to me:
"That is very very bad history which has been making the rounds for a long while: an after-the-fact attempt to make historical fact conform to an artificially consistent pattern."
"To be fair, it is not completely baseless to argue that the origins of some of our decimal number glyphs are based in counting. For example, it's pretty obvious how the symbol "1" relates to a single simple tally stroke. And if you practice writing two horizontal tally strokes, one on top of the other, quickly in a left-to-right direction, you can see how if you don't quite lift the pencil fully at the end of the first stroke you wind up with something like a "2". Same if you write three of them."
"But after three, the historical relation of numerical glyphs to tally counting pretty much disappears. The numeral forms we use ultimately originated in the (non-place-value) Brahmi numerals in India, via a lot of evolution in Indic and Arabic script forms. The "angle counting" nonsense is just an attempt to retcon a complicated historical development into a made-up "logical" pattern."
Unfortunately, you missed the whole point to the lesson. The procedure (step 5) clearly points out that this is not presented as fact and that it is merely a theory that is interesting enough to invest a bit of time into researching its validity. I clearly stated that historians often disagree with this theory. I hope you will consider being fair in your portrayal of this product to your professor friend. It’s best to read the full resource before “being horrified that this is being taught as fact to children”.
Great resource! Thanks! Students really enjoyed this.
Item as described - thanks!
This will fit in perfectly as we begin to study the history of Mathematics. Thanks a lot.
Thanks for your feedback. I'd love to know what grade you teach. The history of mathematics would be so interesting.
Great mini lesson!
Questions & Answers
Loading
Loading
