Tag Archives: numeracy

The 1001 Nights

“The Kitab Alf Laylah wa-Laylah—‘The Book of the Thousand and One Nights’—has inspired countless films, musicals, and novels. The original tales are breathtakingly inventive, vulgar, and discursive, full of cliff-hanger action, scented with sex, royalty, and magic. Western scholars have been arguing over their origin, composition, and textual tradition for some 300 years, a debate animated by the schism between an eighteenth-century French translation of a Syrian manuscript and a later English translation of an Egyptian one. It seems clear that there is an ancient Persian, Indian, and Mesopotamian collection of stories at the core of ‘the Nights,’ which came together as a coherent whole in Arabic in ninth-century Baghdad, was then embroidered by Iraqi storytellers, and further embellished by tales added from the streets, cafes, and imaginations of the medieval cities of Egypt, North Africa, and Syria.

Long known as ‘The Thousand Nights,’ the collection did not become ‘A Thousand and One’ until the twelfth century. Curiously, too, many of the celebrated adventures such as ‘Ali Baba and the Forty Thieves’ and ‘Aladdin and his Lamp’ were added at the very last ‘textual’ moment by the first French translator (Antoine Galland), sourced from a Maronite story-teller in Aleppo.”             

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

The Weekly Text, June 1, 2018: A Lesson Plan on the Latin Word Roots Ann and Enn

The end of the school year is right around the corner, and it couldn’t come a moment too soon for me. After next week, we here in New York City (and the state as well, I guess) are looking at two weeks of high-stakes testing, which is akin to slow-motion nightmare.

Anyway, one of the things I’ve noticed when I analyze the page-view statistics here at Mark’s Text Terminal is that people fairly heavily traffic the word root worksheets I have posted over the past three years. As it happens, last summer, after several months of deliberation, I took some of those worksheets and formed them into a year-long, one-instructional-period-per-week unit for building basic academic vocabulary in the students it is my privilege to serve.

So, here is the lesson plan that accompanies this worksheet on the Latin word roots ann and enn–they mean year. Finally, here is a context clues worksheet on the adverb yearly. One of the things you’ll notice about these word root lessons, if you choose to use the do-now exercise to start the lesson, is that the do-now worksheets contain a hint to the meaning of the root. I wrote all the context clues worksheets for these lessons specifically for them, to show students, even within the confines of a 44-minute long class period, that prior knowledge (i.e. that gained from work on the do-now exercise) is useful in understanding the mainstay of the lesson (i.e. the word root worksheet itself).

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Ptolemy’s 1,022 Stars

“The great quest of medieval science was for a perfect copy of Ptolemy’s Almagest, written in Egypt in 147 AD. It was known to have thirteen sections, with the most accurate analysis of star and planetary paths ever achieved, alongside a catalogue of 1,022 starts listed on a scale of magnitude from 1 to 6. It was a key that threatened to unlock the secrets of the heavens.”            

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Benjamin Banneker (1731-1806)

“American astronomer, compiler of almanacs, and inventor. He was born a free black in Ellicott’s Mills, Maryland, and owned a farm near Baltimore. He taught himself astronomy and mathematics and began astronomical calculations in 1773. He accurately predicted a solar eclipse in 1789. In 1790 he was appointed to the commission that surveyed the site for Washington, D.C. From 1791 to 1802 he published annual almanacs; he sent an early copy to Thomas Jefferson to counter a contention that blacks were intellectually inferior. He also wrote essays denouncing slavery and war.”

Excerpted from: Stevens, Mark A., Ed. Merriam Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

A Short Exercise on the Greek Word Roots Hepta and Hept

Here, on the final day of January, 2018, is a short exercise on the Greek word roots hepta and hept. They mean seven. This is a document to use at the beginning of a class period to settle students–and build numerical literacy.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

6,585 Days of the Saros Cycle

“There are 6,585 days between one solar eclipse and another, which is 18 years, 11 days, and 8 hours. This has been known, observed, and calculated for many thousands of years, but was probably first chronicled in ancient Babylon (in Mesopotamia, in modern-day Iraq). It would later be disseminated by the Greeks as the Saros Cycle.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

10,000 Blessings of a Peach

 “’Ten thousand’ is poetic Chinese for ‘infinite,’ as in ‘May the Emperor reign 10,000 years’ or, as it now says over the gate of Heavenly Peace (Tiananmen) in Tiananmen Square, ‘May the People’s Republic of China last 10,000 years.’ This unit of time is symbolized by a peach, as the Chinese delight in making associations between the sounds of tonal connections of (otherwise unconnected) words. So when you look at Chinese imagery, be it an ancient watercolor or a strident propaganda poster, keep an eye out for a propitious scattering of peaches, birds, bats, and vases. A bird, especially a crane, has tonal connections with ‘harmony,’ a bat with ‘prosperity,’ a vase with ‘peace,’ and, as we have already heard, a peach can say ‘10,000 years.'”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

Xenophon’s 10,000 Mercenaries

“Xenophon’s Anabasis tells the story of 10,000 elite Greek mercenaries who are left isolated on the losing side of a Persian civil war and fight their way across the mountain tribes of Anatolia to reach the safety of the Black Sea coast. The history of this march in 401 BC was the original story of swashbuckling adventure against the odds and was said to have inspired Philip of Macedon to take on the Persians. T.E. Lawrence had the book in his camel bag during the Arab revolt of 1916. And more recently, transplanted to the gangs of New York, it became the Warriors video game.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

237,600 Miles or 30 Earths

“237,600 miles is the average distance between the earth and the moon, a number which suggests an intriguing inner harmony to our universe, for it is thirty diameters of the earth, sixty radii of the earth or 220 moon radii. The mystical author and numerologist John Michell would reveal these figures with the full force of a revelation during his lectures. A self-declared ‘radical traditionalist,’ Michell campaigned long and hard against the destruction of England’s ancient number systems in favor of the decimal system.”

Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.

A Super Multiplication Table

As a child, I enjoyed math in school and did fairly well at it. I liked the symmetry and order of numbers, and found multiplication a particularly scintillating procedure (and yes, I am serious; I was a weird kid). By the time I crossed the Rubicon from fractions and decimals into algebra, I could already see I was in trouble. For some reason, I could never get right orders of operations and other algebraic procedures. For some reason I felt, and continue to feel, ashamed of this intellectual inadequacy.

Of course, I am tempted to blame my math teachers in middle school, who were indeed dismal; both of my eighth grade math teachers clearly hated kids. Since I was getting more than enough of that sentiment elsewhere in my life at the time, I avoided them. So I suppose I am at fault as well.

Unsurprisingly, I have been and remain a terrible math teacher. I’ve developed some literacy lessons on both math and science, but they are more reading comprehension work than actual cognitive work in the domains themselves. That said, I have become interested (to some extent for obvious personal reasons) in helping struggling students improve their own understanding of the math curriculum they are expected to master. To that end, I’ve proposed to a colleague in the mathematics department at my school that we collaborate on developing some math learning supports for our struggling students.

This morning I wrote this super multiplication table as a start on this endeavor. I know this doesn’t necessarily augur great sophistication in this project; it’s worth considering, however, how many students who struggle with math do so because they never learned their multiplication tables. As with all of the material posted on Mark’s Text Terminal, this is a Microsoft Word document that you can chop and repurpose as many times as your circumstances require. Indeed, you may end up with as many versions of this as you have students.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.