exploratory latin numbers

8/8/2019 Exploratory Latin Numbers

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Copyright 2004 American Classical League

May be reproduced for classroom use106

NUMBERS

ELE Syllabus Entry

ROMAN NUMERALS – I to MM

CARDINAL

unus, una

duo, duae

tres, [neuter] tria

quattuor

quinque

sex

septem

octo

novem

decem

centum

mille

ORDINAL [nominative singular: masculine, feminine]

primus, asecundus, a

tertius, a

quartus, aquintus, a

sextus, a

septimus, aoctavus, a

nonus, a

decimus, a

SECTION CONTENTS

Roman Numerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Challenger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Number Names and Roman Numerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Quae Hora? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Quod Animal? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Number / Numeral Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Decem Digiti (song) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Unus Duo Rhyme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Ordinals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Number Names and Roman Numerals: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

GRAPHICS CD CONTENTS

Counting Song Overhead

Quot Sunt? Cards

Number Names



NUMBERS



Roman Numerals: an explanation

There are many methods of learning Roman numerals. Perhaps one of the easiest methods is

through “grouping.” In grouping, you break the number into components, moving from left toright as illustrated below.

747 = 700 + 40 + 7

translates to DCC + XL + VII

which is written together as DCCXLVII

Use this method and the chart below to translate our numbers into Roman numerals.

C = 100

CC = 200

CCC = 300

CD = 400

D = 500

DC = 600

DCC = 700

DCCC = 800

CM = 900

M = 1000

X = 10

XX = 20

XXX = 30

XL = 40

L = 50

LX = 60

LXX = 70

LXXX = 80

XC = 90

C = 100

I = 1

II = 2

III = 3

IV = 4

V = 5

VI = 6

VII = 7

VIII = 8

IX = 9

X = 10

example: 75 = 70 + 5

= LXX + V = LXXV

68 = ____________ + ____________

= ____________ + ____________ = ________________

219 = ____________ + ____________ + ____________

= ____________ + ____________ + ____________ = ________________

883 = ____________ + ____________ + ____________

= ____________ + ____________ + ____________ = ________________

476 = ____________ + ____________ + ____________

= ____________ + ____________ + ____________ = ________________



NUMBERS



Roman Numerals: an explanation (continued )

Cut out the Roman numerals below and arrange them to make numbers of your own from 1 to

2000. Remember to use the grouping technique. Then see if your friends can tell you whatnumber you made.

e.g.

C C C X V I

= (316)

I I I V

X X X X

C C C C

L D M M



NUMBERS



Roman Numerals: an explanation (continued )

When translating Roman numerals to Arabic numerals (the ones you use in math class), you need

to remember to “reverse group.” Look at the example below.

CCLXVI = CC+ L + X + V + I = 200 + 50 + 10 + 5 + 1 = 266

See if you can translate these Roman numerals into Arabic. (You do not have to fill in all the

blanks.)

XXXVII = _____________ + _____________ + _____________ = _____________

LXII = _____________ + _____________ + _____________ = _____________

DCVI = _____________ + _____________ + _____________ = _____________

DCCI = _____________ + _____________ + _____________ = _____________

Those were rather easy, but sometimes this process becomes more difficult. That is because the

Romans often created numbers by putting a small number in front of a large one. [HINT: When

you have a smaller number in front of a larger number, e.g. IX, CM or XL , you may need to

look at your chart to see what an IX (9) or CM (900) or XL (40) equals.] Knowing that, see if you

can translate this number. Don’t be afraid to use your chart.

CDXCIX = _________ + _________ + _________ = _________

Did you get CD (400) + XC (90) + IX (9) = 499? If so, you are on your way! Here are some

more practice numbers.

XIX = ____________ + ____________ + ____________ = ____________

XLIV = ____________ + ____________ + ____________ = ____________

XCIX = ____________ + ____________ + ____________ = ____________

MCMIII = ____________ + ____________ + ____________ = ____________

CCCXLVII = ____________ + ____________ + ____________ = ____________

You are now on your way to becoming a Roman Numeral Expert.

Optime! Optime!



NUMBERS



Challenger Complete the puzzle by answering the problems in Roman numerals.

ACROSS

3. 2222

+2222

7. octo

-quinque

9. 75

+76

10. viginti

-quattuor

11. septem

+unus

13. 191

X 5

14. septem

X sex

15. quattuor

X septendecim

16. sedecim

+ tres

18. viginti

+ duodeviginti

1 DOWN

1. 103

X 8

2. 205

+ 192

3. 924

887

745

+1151

4. MMII

-C

5. 93

X 4

6. 111

X 4

8. viginti

- sedecim

12. tres

X tres

14. novem

+ viginti

17. tredecimX tres

2

3 4 5 6

7 8

9 10 11 12

13 14

15

16 17

18



NUMBERS



Number Names and Roman Numerals

Cardinal Numbers Ord inal Numbers

one

two

three

four

five

six

seven

eight

nine

ten

one-hundred

one-thousand

unus

duo

tres

quattuor

quinque

sex

septem

octo

novem

decem

centum

mille

first

second

third

fourth

fifth

sixth

seventh

eighth

ninth

tenth

primus

secundus

tertius

quartus

quintus

sextus

septimus

octavus

nonus

decimus

Arabic

Numeral

Roman

Numeral

Arabic

Numeral

Roman

Numeral

Arabic

Numeral

Roman

Numeral

Arabic

Numeral

Roman

Numeral

1 I 11 XI 30 XXX 400 CD

2 II 12 XII 40 XL 500 D

3 III 13 XIII 50 L 600 DC

4 IV 14 XIV 60 LX 700 DCC

5 V 15 XV 70 LXX 800 DCCC

6 VI 16 XVI 80 LXXX 900 CM

7 VII 17 XVII 90 XC 1000 M

8 VIII 18 XVIII 100 C 5000 V

9 IX 19 XIX 200 CC 10000 X

10 X 20 XX 300 CCC 100000 C

Two Mnemonics:

Let Caesar Destroy Mountains. (50-100-500-1000)

M y Darling Children Like E X tra V anilla Ice-cream. (1000-500-100-50-10-5-1)

and 1,000,000 is M !



NUMBERS



Quae Hora?

Roman numerals are frequently found on clocks.

Look at each of the clock faces below and determine the time.

_______________ ________________ _______________

_______________ ________________ _______________

_______________ ________________ _______________



NUMBERS



Quod Animal?

Connect the dots to find the mystery animal. What is his Latin name? _____________________



NUMBERS



Number / Numeral Games

Par-Impar Game

Par-Impar was a Roman game involving markers and betting. This adaptation of the game is to

help children familiarize themselves with the Latin number names from one to ten. It is played

much like “rock-scissor-paper.”

Number of Players: 2

Materials: paper and pencil for keeping track of the score

Play: Each player elects to be “Par” or “Impar” for the entire game. Facing each other, the

students move their arms with fists closed to an oral count of “Unus – Duo – Tres.” At“tres” each student reveals his hand which may have

no digits extended = 0 = nullus

one digit extended = 1 = unus

two digits extended = 2 = duo

three digits extended = 3 = tres

four digits extended = 4 = quattuor

all five digits extended = 5 = quinque

Each student must give the Latin number name for what his/her hand shows. Then the

total of both students’ hands is determined.

e.g. Marcus (Impar) has two fingers extended and says “duo;” Lucius (Par) has all five

fingers extended and says “quinque.” They add the total and get “septem.” Sinceseven is an odd number, Marcus wins that round and gets a mark on the tally sheet.

The students continue playing until an agreed-upon number of wins (possibly 10) by

one student is reached. They may then take on new partners or switch designations

(Par/Impar).



NUMBERS




Line-Up

Reproduce twenty SPQR signs (below) and insert one Roman Numeral, I-XX, in the center.

Randomly hand out the signs, and ask the students to line up silently in order.



NUMBERS




How Many?

Using the sets of number names created for the “Quot Sunt?” game (below), have the children

respond to the following prompts.

Days in the week (7)

Horns on a unicorn (1)

Legs on an octopus (8)

People in a trio (3)

People in a quartet (4)

People in a quintet (5)

People in a sextet (6)

People in a duet (2)

People in an octet (8)

Prayers in a novena (9)

The first number (1)

Years in a decade (10)

Triplets (3)

Planets in solar system (9)

Shoes in a pair (2)

Continents (7)

Legs on a spider (8)

Legs on an ant (6)

Legs on an ostrich (2)

Letters in LATIN (5)

Heads on the Hydra (9)

Heads on Cerberus (3)

Half of 18 (9)

Half of 14 (7)

Pennies in a nickel (5)

Dimes in a dollar (10)

Nickels in a quarter (5)

Quarters in a dollar (4)

Sides on a t riangle (3)

Sides on a quadrilateral (4)

Sides on a nonagon (9)

Sides on an octagon (8)

People fighting a duel (2)

Quintuplets (5)

Ears on Cerberus (6)

Eyes on a Cyclops (1)

Wheels on a unicycle (1)

Wheels on a tricycle (1)

Legs on a tripod (3)

Toes on one foot (5)

Fingers on two hands (10)

Tusks on an elephant (2)

Quadruplets (4)

Legs on a quadruped (4)

Half of 12 (6)

Five plus four (9)

Ten minus one (9)

Ten minus four (6)

Quot Sunt?

The addition problems on the following page can be found in larger dimensions on the graphics

CD and can be reproduced as overheads or on card stock to be used as flash cards.

For each child, make a set of the number names (also on the CD). Each of these number names

can be held up as an answer to each addition problem.

For variety, have the children create their own addition, subtraction, multiplication and division

problems. You may want to limit younger children to the first ten numbers, but for older students

you can add the higher number names to each child’s set.



NUMBERS



Number / Numeral Games: Quot Sunt? (continued )

UNUS

+TRES

OCTO

+ UNUS

QUATTUOR

+ QUINQUE

TRES

+ TRES

SEPTEM

+ DUO

QUINQUE

+ UNUS

QUATTUOR

+ SEX

NOVEM

+ UNUS

SEX

+ DUO

UNUS

+ UNUS

OCTO

+ DUO

QUINQUE

+ DUO

QUINQUE

+ QUINQUE

DUO

+ DUO

SEPTEM

+ TRES

QUATTUOR

+ QUATTUOR

SEPTEM

+ UNUS

QUATTUOR

+ SEX



NUMBERS



I

III

V

VII

IX

II

IV

VI

VIII

X

Decem Digiti(to the tune of “Ten Little Indians” )

Unus, duo, tres digiti

Quattuor, quinque, sex digiti

Septem, octo, novem digiti

Decem digiti mei

*****

Decem, novem, octo digiti

Septem, sex, quinque digiti

Quattuor, tres, duo digiti

Unus digitus meus

Unus Duo Rhyme

Unus Duo

Matrem Amo

Tres Quattuor

Colloquamur

Quinque Sex

Bona Lex

Septem Octo

Gratias Ago

Novem Decem

Tempestatem



NUMBERS



Ordinal Numbers

Follow the directions under each of the illustrations. You will need colored pencils or crayons

for this activity.

In pictura sunt decem mures. Draw a circle around septimus mus. Color quintus mus ruber.

Make a box around secundus mus.

In pictura sunt decem ranae. Draw a circle around tertia rana. Color nona rana prasina. Make

a box around quarta rana.

In pictura sunt decem stellae. Draw a circle around prima stella. Color decima stella caerulea.Make a box around sexta stella.

In pictura sunt decem canes. Draw a circle around octavus canis. Color secundus canis ater.

Make a box around nonus canis.

In pictura sunt decem ursi. Draw a circle around secundus ursus. Color quintus ursus flammeus.

Make a box around decimus ursus.



NUMBERS



Number Names and Roman Numerals: Review

Write each of the following as a Roman numeral .

574 = ______________ 612 = ______________ 79 = ______________

138 = ______________ 901 = ______________ 236 = ______________

Solve the following and give your answer as an Arabic numeral.

CCVI + DXXII = ______________ CCCXL + XV = ______________

DCLX – CDXIII = ______________ CMIX + XCI = ______________

Count by 50's to 1000 using Roman numerals.

L

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

________

M

Solve each of the following problems and give your answer as a Latin number name.

Septem minus duo sunt _______________________.

Octo plus unus sunt _______________________.

Duo plus tres sunt _______________________.

Quinque plus quattuor sunt _______________________.

Decem minus sex sunt _______________________.

Novem plus unus sunt _______________________.



NUMBERS



Number Names and Roman Numerals: Review (continued )

Fill in the blanks with an English number word.

Quintuplets are _________________________ children born at the same time.

A duel is a contest between _________________________ people.

A quadruped has _________________________ feet.

A millennium is a period of _________________________ years.

There are _________________________ centimeters in a meter.

An octogon has _________________________ sides.

A tripod is a stand with _________________________ feet.

A decade is a period of _________________________ years.

Each of the following is a sequence. After determining the pattern, tell what Latin number

name or Roman numeral comes next.

e.g. duo...quattuor...sex...octo... decem

unus...tres...quinque...septem...______________________

XI...XXII...XXXIII...XLIV...______________________

DCCC...DCC...DC...D...______________________

decimus...octavus...sextus...quartus...______________________

Using the picture as a guide, answer with Latin ordinal number names.

The circle is _____________________. Mus est ________________________.

The apple is _____________________. Ursus est _______________________.

The star is ______________________. Leo est ________________________.



NUMBERS



NUMBERS ANSWER KEYS

Roman Numerals: an Explanationp. 107 68 = LXV III

219 = CCXIX

883 = DC CCLXXXIII

476 = CDLXXVI

p. 109 XXXVII = 37LXII = 62

DCVI = 606

DCCI = 701

XIX = 19

XLIV = 44

XCIX = 99

MCMI II = 1903

CCCXLVII = 347

p. 110 Cha llenger

D

C

C

C C

C X

C X

M M M M C D X L I V C

M C C C V D

M M L V X

D I X I I I L

C L I X V I V I I I

C X X V

C M L V X L I I

I X I

L X V I I I

X I X

X X X V I I I

X

I

X



NUMBERS



QUATTOUR NOVEM

NOVEM SEX

NOVEM SEX

DECEM DECEM

OCTO DUO

DECEM SEPTEM

DECEM QUATTUOR

DECEM OCTO

OCTO DECEM

NUMBERS ANSWER KEYS (continued )

p. 112 Quae Hora?

10:00 1:30 3:45

7:15 6:00 1:40

4:10 11:20 12:35

p. 113 Quod Animal? p. 117 Quot Sunt?

p. 119 Ordinal Numbers: Activity Sheet



NUMBERS



NUMBERS ANSWER KEYS (continued )

Number Name s and Roman Num erals: Review

p. 120 574 = DLXXIX 612 = DCXII 79 = LXXIX

138 = CXXXVIII 901 = CMI 236 = CCXXXVI

CCVI + DXXII = 728 CCCXL + XV = 355

DCLX – CDXIII = 247 CMIX + XCI = M

L CCC DL DCCC

C CCCL DC DCCCL

CL CD DCL CM

CC CDL DCC CML

CCL D DCCL M

quinquenovem

quinque

novem

quattuor

decem

p. 121 f ive

two

four

1000

100

eight

threete n

unus...tres...quinque...septem...novem

XI...XXII...XXXIII...XLIV...LV

DCCC...DCC...DC...D...CD

decimus...octavus...sextus...quartus...secundus

sextus quartus

primus decimus

quintus septimus

exploratory latin numbers

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