 # Egyptian Number System

##### Created by Sasha Reid, Serika Smith, and Vivian Trumblay #### Curriculum – Number Sense and Numeration

Number Sense and Numeration, Operational Sense: use a variety of mental strategies to solve addition, subtraction, multiplication, and division problems involving whole numbers.
Quantity Relationships: represent, compare, and order whole numbers up to 1 000 000.
Mathematical Process Expectations: communicate mathematical thinking orally, visually, and in writing, using everyday language, a basic mathematical vocabulary, a variety of representations, and observing basic mathematical conventions.

#### Goal

To teach students about the ancient Egyptian number system.

#### Materials

• Introductory script (Appendix A)
• One bingo card/ student and enough chips to fill up each player’s card (Appendix B)
• Sheets of paper representing each Hieroglyph and their Arabic numeral equivalent, prepared by the teacher (Appendix C)
• Story cards with challenge for when infinity symbol is drawn (Appendix D)

*Download the lesson to see all appendices. #### Lesson Introduction

• The teacher will ask students, “What are some things you know about ancient Egypt?”
• Share some of the information in Appendix A.

#### Lesson

• Give students the opportunity to learn and practice using the Egyptian hieroglyphic number system by printing each Egyptian hieroglyph with its equivalent Arabic numeral on a large sheet of paper.
• Initially have the Arabic numerals hidden and have students guess what the different hieroglyphs mean; then present with the larger numbers in the base-ten model.
• Once students demonstrate an understanding of the numbers through the ability to show various numbers as Egyptian hieroglyphs, then move onto the bingo game.

#### Activity

• Distribute bingo cards and golden bingo chips (Appendix B).
•  Introduce students to the game and how to use the additional resource provided (Appendix C).
• Begin the game by drawing Egyptian numerals from a bag at random.
• Intermittently throughout the game, infinity will be drawn.
• At the drawing of the infinity card, the teacher would stop the game, choose a picture with a specific
ancient Egyptian fact, and engage the students in a short non-fiction story about an Egyptian fact or
figurehead. After the story is told, the students are given a short numerical task to complete (See
Appendix D).

#### Possible Extensions

• Incorporate literacy by having students make up their own infinity cards