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Much Ado About Nothing

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Egypt, Babylon, and the rest of the world. Egypt ... 4 2 = 6 or 4, 5, 6. Subtraction is counting backwards. 4 2 = 2 or 4, 3, 2 ... – PowerPoint PPT presentation

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Title: Much Ado About Nothing


1
Much Ado About Nothing
  • The History of Zero and its Importance in Modern
    Mathematics
  • Abbie Corwin

2
What do you know about zero?
3
Before Zero
  • Successful number systems existed thousands of
    years before the numeral 0
  • Egypt, Babylon, and the rest of the world

4
Egypt
  • (images http//www-groups.dcs.st-and.ac.uk/histo
    ry/HistTopics/Egyptian_numerals.html)
  • 3000 BC, working writing system based on figures
    carved into clay, hieroglyphs
  • Numbers written top down, largest on top
  • Able to add and subtract, common unit fractions
    made by putting above denominator

5
Babylon
  • (image http//www-groups.dcs.st-and.ac.uk/histor
    y/HistTopics/Egyptian_numerals.html)
  • 2000 BC, sexagesimal system
  • Positional system
  • Use context to clear up confusion with numbers
    like 2 and 60

6
Rest of the World
  • Chinese had a problem based system
  • Only China had a decimal place value number
    system
  • Information from anywhere else before 100 BC is
    very limited

7
Rules of Basic Math
  • Important to understand why the math that we
    believe works actually works like it does
  • Most of it breaks down into a simple repetition
    of step below

8
Addition and Subtraction
  • Addition is the process of continuous counting
  • 4 2 6 or 4, 5, 6
  • Subtraction is counting backwards
  • 4 2 2 or 4, 3, 2

9
Multiplication and Division
  • Multiplication is repeated addition
  • 4 2 8 or 4 4 8
  • Division is repeated subtraction
  • 4 2 2 or 4 2 2 0

10
Exponents and Roots
  • Exponents are repeated multiplication
  • 42 16 or 4 4 16
  • Roots are repeated division
  • 2v4 2 or (4 2) 2 1

11
My Thesis
  • Past
  • History of zero, from invention to acceptance
  • Present
  • Presence of zero in modern math, special rules
  • Future
  • Use of all this information in a high school
    math classroom

12
Evaluation Criteria
  • Research Component
  • Depth, clarity, organization, and presentation
    of information
  • Analytical Component
  • Presence and depth of mathematical connections
    and relationships
  • Creative Component
  • Completion and thoroughness of
  • completed curriculum

13
Task List
  • Logical layout of history of zero
  • Finite list and formal explanation of zero facts
  • Concrete use in high school setting
  • Presentation and paper
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