History of Maths

How Maths Started!!! Human beings from our earliest beginnings have searched for basic solutions. Almost 30,000 years ago early p used tally marks, but this became very confusing when it came to large amounts.

Early symbols Sumerian small, clay stones were used for 1. A round, clay ball was used for 10, and a large, clay stone stood for 60.

Babylonian ways Written records from around 30,000 BC, show that Babylonians inscribed amounts on stone tablets. They used a nail shape for ones, and a “v” on its side for tens. Eventually, combining these numbers to create other numbers, for example they wrote the number 19 as one “v” and nine nail shapes.

Ancient Egyptians The ancient Egyptians used objects from their every day life as symbols. A rod stood for 1, a camel hobble was 10, a coiled rope was 100, and a lodes flower was a thousand and so on.

Roman times The early Romans created a number system that we still see today. Along with other numbers they used “X” for ten and an “I” for one. While the middle ages the Romans were putting the “I” to the right of the “X” for eleven, and to the left for nine, so they wrote nineteen as “XIX”.

The Old Ways O ne of these creative number systems show groups of objects. As well as individual objects. Some of the oldest human counting systems depend on fingers and toes, so they were based on 1,5,10 and 20.

Math in daily life When you buy a car, a house, going on a trip, shopping, selling something, and so on. So you are always using your knowledge of maths. Here are some examples of daily math problems. Allenby Primary School has 8 classes all with 30 pupils in. How many pupils are there at Allenby Primary School? Answer: 30 x 8 = ------ How many gift cards costing 43p each can you buy for £13? Answer: £13/43p = ------- gift cards.

3. Abdi walks to school each morning and back in the afternoon 3. Abdi walks to school each morning and back in the afternoon. The distance to school is 550m. How far will he walk in a school term that has school on 75 days? Answer: 550 x 2 = 1100, then 1100 x 75 = 82500, next 82500 / 1000 = ----------km

Mental Math - Algebra Maths is a thinking subject and you should always be thinking and asking questions. So what is Algebra? Algebra is a math letters instead of numbers. It is originated in ancient Babylon, was developed by Greeks and later by Arab academic teachers. Examples: a=4 b=5 c=6 d=9 4d + a= 40 -b + 6c-a/2= -5+36-2= 29

Describing Series Numbers A series of numbers is a way to work out what number comes next. Here are some examples. Note that n = numbers from 1 to 100, v = value. Find the expression and work out the tenth of the below series: expression tenth 4 6 8 10 2n+2 22 3 6 11 18 n square +2 102 5 12 19 26 7n- 2 68

Ratio and Fractions A ratio is a way of comparing the sizes of two or more quantities. The working out of any ratio is to add together the numbers which make up the ratio, in order to get the denominator for the fraction. Examples: The ratio of boys to girls in Allenby primary school is 3:5. If there are 240 children in the school, how many are girls? Answer: 3+5= 8, 5/8 x 240 = 150

2) There are 20 sweets in the box and there are 5 of us in my family 2) There are 20 sweets in the box and there are 5 of us in my family. What is the ratio of sweets to people and what fraction of the box will I get if we share them out equally? Answer: 5/25= 1/5x20= 4 3) A quarter of the class couldn’t complete their homework. What is the ratio between those who could and those who couldn’t? Answer:75/100 = ¾, ¼ so their ratio is 3:1

Inverse Operation I think of a number, add 5 then double it and I get an answer of 28. What number did I start with? Answer: 28 x ½ =14 – 5 = 9 2) I think of a number then I divide it by 3 and then add 6 to get 17. What number did I think of? Answer: 17 – 6 = 11 x 3 = 33 Choose a number, add it by 8 , x by 2 ,divide it by 2 , then subtract my original answer by the number you chose. Answer: 4 By Abdurahman Ahmed Abdi, Year 4 in Allenby Primary School , 05 Feb 2016