In the process of life, we from time to time come across Roman numerals from 1 to 1000, once popular in the Roman Empire and the Middle Ages. They are used to indicate the number of centuries or millennia, blood type on military uniforms, the number of volumes in books, valency in a group of chemical elements, and much more. Having been popular at the beginning of our era, they gradually lost the palm, and are now used sporadically, under the influence of tradition or ceremony. What are the Roman numerals from 1 to 1000, what is their peculiarity, and why did they give way to their eastern, Arab-Indian competitors? Let's figure it out.

Roman numerals - genesis

Roman numerals (they are often mistakenly called “Latin”) are the development and heritage of Roman civilization. The ancient Romans created them to facilitate counting, in order to make it easier and more convenient to count various goods and services.

Roman numerals were widely used during the existence of a unified Roman state, as well as after its split into the Western and Eastern Roman Empire. Even after the fall of Constantinople, they continued to be used in various barbarian kingdoms until the end of the Middle Ages, until they gradually lost out to the Arab-Indian figures that dominate to this day.

Representation of Roman numerals from 1 to 1000

Roman numerals are represented by seven different letters - I, V, X, L, C, D and M, each of which represents a different number.

You can remember Roman numerals from 1 to 1000 using the following phrase (in descending order):

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These seven letters are used to represent many different numbers, usually using summation. For example, the Roman numeral 2 is written as “II” (just two ones added together). The number 12 is like XII, that is, X+II. Well, number 27 is written as XXVII, that is, as a combination of XX + V + II.

Roman numerals were easily displayed with fingers

As you can see, Roman numerals are written starting from the largest digit and ending with the smallest, from left to right. However, that's not all. The Romans really did not like 4 numbers of the same type in a row, so they developed a special subtraction system.

In Roman numerals the number 3 is written as "III". However, the digit for the number 4 will not be “IIII”, since there are four symbols of the same type here, and the principle of subtraction must be used. In Roman numerals, the number 4 will be written as “IV”, that is, numbers 1 and 5. Since the smaller digit (1) comes before the larger one (5), we subtract the smaller digit from the larger digit and get 4. The same principle is used for the number "9", which in the Roman system is written as "IX" (1 and 10)

Here are six more similar examples that allow you to use Roman numerals from 1 to 1000:

• I can come before V (5) and X (10) creating the numbers 4 and 9.
• X can come before L (50) and C (100) creating the numbers 40 and 90.
• C can come before D (500) and M (1000) creating the numbers 400 and 900.

Number 1994 is an excellent example for this rule. In Roman numerals it looks like MCMXCIV, that is, M = 1000, CM = 900, XC = 90 and IV = 4.

Years and dates

To write the year in Roman numerals from 1 to 1000, we need large numbers. For example, we start the 2020 entry with MM (2000), add XX (20) and get MMXX.

Years from the 20th century are just as easy to obtain. We start with the number 1900 (MSM), to which we add the required number of years. For example, 1985 would look like MSM (1900) LXXX (80) + V (5) = MCMLXXXV.

Large Roman numerals

Since the digit M (1000) is the largest number in the Roman numeral system, and we can only use three identical symbols when creating a number, the maximum number represented in the Roman numeral system is 3999 (MMMCMXCIX). However, we can write large numbers, we just need to draw a top line over the numbers to multiply them by 1000.

For example, the Roman notation for the number 5000 (5*1000) is written as

1 million (1000*1000) is written as

Accordingly, 1,550,000 is written as

As you can see, everything is quite simple.

Table of Roman numerals from one to thousand

Below I have inserted a table of Arabic (Russian) numerals starting from 1 to 1000 and the corresponding Roman numerals.

Conclusion

The specification of Roman numerals involves the use of only seven letters, denoting round numbers from 1 to 1000. Despite their former widespread use, the principles of addition and subtraction of such numbers carry a number of inconveniences for the counter, as a result of which the Roman numeral system lost competition to the more advanced Arabic model. Nevertheless, we can find Roman numerals in sports, military, scientific and other fields, therefore it is important to know the features of their display and application.

For ease of reading and memorizing large numbers, numbers are divided into so-called “classes”: on right separate three digits (first class), then three more (second class), etc. The last class can have three, two or one digits. There is usually a small gap left between classes. For example, the number 35461298 is written as 35,461,298. Here 298 are first class, 461 are second class, 35 are third class. Each of the digits of a class is called its digit; The counting of digits also goes on the right. For example, in the first class 298, the number 8 is the first digit, 9 is the second, 2 is the third. The last class can have three, two ranks (in our example: 5 is the first rank, 3 is the second) or one.

The first class gives the number of units, the second - thousands, the third - millions; Accordingly, the number 35,461,298 is read: thirty-five million four hundred sixty-one thousand two hundred ninety-eight. Therefore they say that a unit of the second class is a thousand; third class unit - million.

Table, Names of large numbers

A unit of the fourth class is called a billion, or, otherwise, a billion (1 billion = 1000 million).

The fifth class unit is called a trillion (1 trillion = 1000 billion or 1000 billion).

Units of sixth, seventh, eighth, etc. classes (each of which is 1000 times larger than the previous one) are called quadrillion, quintillion, sextillion, septillion, etc.

Example: 12,021,306,200,000 reads: twelve trillion twenty-one billion three hundred six million two hundred thousand.

During their school years, many teenage girls first become acquainted with the mysterious world of the unknown. And this acquaintance occurs most often through various fortune-telling. For example, one of the most popular types of divination is fortune telling with numbers.

Meaning of numbers

Fortune telling by numbers on paper

Fortune telling by numbers has several synonymous names:

• fortune telling from 1 to 100;
• fortune telling by 100 numbers;
• "A hundred";
• “Sotka”.

Fortune telling by 100 numbers is incredibly simple. All that is required to obtain a prediction is a piece of checkered paper and a pen (pencil).

“Sotka” is aimed more at the teenage age category, because it is during these tender years that interest in the opposite sex begins to manifest in the hearts of teenagers, first love is born, and the bitterness of first disappointments is experienced.

Fortune telling from 1 to 100 cannot be called a serious type of divination. It is, rather, an exciting entertainment, with the help of which girls in love can get an interpretation of how the relationship will develop with the boy they are interested in, what feelings the object of their desire has - in general, slightly open the veil of matters of the heart. You can tell fortunes this way either alone or in the company of friends - this only makes it more exciting.

The relative frivolity of fortune telling by numbers, however, does not mean that it should be underestimated. “The Hundred” combines elements of numerology and classical divination, which in itself is a fairly weighty argument in its favor. There is still some grain of truth in fortune telling from 1 to 100 - you just need to believe in the prediction.

Preparing for fortune telling by numbers

Fortune telling from 1 to 100 does not require any complex preparation. Everything a fortune teller needs:

1. Take a checkered sheet of paper and a pen.
2. Sit back and relax.
3. Tune in to your lover: imagine his image in your imagination (facial features, voice, gait, manners, etc.).

After all these manipulations, you can start doing fortune telling.

How is fortune telling done with numbers?

Fortune telling “Sotka” has 3 main varieties, which differ from each other:

• method of compiling a numerical grid;
• the method of crossing out numbers;
• interpretation of the results.

All available options are easy to implement, and the choice of one of them depends only on the preferences of the fortuneteller.

Fortune telling 100: first option

Having tuned in to fortune telling (see above), you need to write numbers from 1 to 100 on a piece of squared paper, but with some conditions:

• zeros are omitted, that is, instead of 10, 20, 30, ... we write 1, 2, 3, ...;
• the first line can contain an arbitrary number of digits, but the second and subsequent ones must be equal to the first, that is, if in the first line we wrote, say, 17 digits, in the second and subsequent ones there should also be 17;
• We write the number 99 last.

The number grid must be completed with the date on which the fortune telling is performed, also without zeros. For example, a girl tells fortunes on January 17, 2017 (01/17/2017) - the numbers are written 171217. It will look something like this:

After the number grid is drawn up, the longest stage of fortune telling begins - crossing out numbers horizontally and vertically. Crossed out:

• identical numbers next to each other: 1 and 1, 2 and 2, 3 and 3, etc.;
• numbers standing next to each other and giving a total of 10: 1 and 9, 2 and 8, 3 and 7, 4 and 6, 5 and 5.

It should look something like this (in our example, the required numbers are circled in pairs):

After there are no more options left in the table to cross out, we proceed to the next stage: we write the full name of the beloved (in our example - ), and already under the name we begin to write out the remaining numbers from the number grid and also cross out the numbers, adhering to the above principle. You'll get something like this:

We write the guy’s name again, write down the remaining numbers, and cross them out. We repeat this action until there are no numbers left in the numerical table that can be crossed out. As a result, at the very end of the fortune telling the following will come out:

The final stage: we count how many numbers are left and look at the interpretation under this number. In our example, there are 9 digits left, the answer is 9.

A nuance: if there are more than 27 numbers left, we perform numerological convolution, that is, we add the two component numbers together. Let's say there are 32 numbers left: 3+2=5. We look at the value at number 5 - this will be the answer to our fortune telling with numbers.

Interpretation of the results according to the first option

The values ​​of fortune telling 100 according to the first option are as follows:

As you can see, in our example (answer - 9) the most favorable scenario turned out.

Fortune telling from 1 to 100: second option

In the second version of the “Sotka” fortune telling, the number grid is compiled by analogy with the first option (numbers from 1 to 99, without zeros, date without zeros). Identical numbers and numbers whose sum is 10 are also crossed out in pairs, but there is one difference: it is permissible to cross out numbers in pairs through already crossed out ones - both horizontally and vertically (see the example given below).

Let's say the third row of our number grid is: 71819212223. First of all, in it we crossed out 8, 9, 1, 2, 2 (vertical pairs with other numbers, all this is clearly visible in the photo). What remains in the end is: 711223. First we cross out 1 and 1, then 2 and 2, and lastly 7 and 3. We do the same with the entire number grid.

When the possible number pairs in the grid are over, we write the guy’s full name (for us it is) and under it we write down the remaining numbers, again we cross out according to the same principle - the numbers located next to each other and the numbers through the already crossed out numbers. It turns out the following:

Again we write the name of the chosen one, write down the remaining numbers and cross them out. We continue until there are no paired number combinations left. Example:

When completing the fortune telling, we count the total number of remaining numbers and look at the corresponding values ​​in the table. If the remainder exceeds 27, we also perform numerological collapse (see above).

Interpretation of the results according to the second option

The values ​​of fortune telling 100 according to the second option are as follows:

Fortune telling by numbers: third option

There is another version of fortune telling using numbers from 1 to 100. The principle of divination in it is almost completely similar to the first variety, the only difference is that first, not an arbitrary number grid is compiled, but numbers from 1 to 99 (without zeros) and a date (without zeros) are written down immediately under the full name of the hidden guy. Crossing out pairs is carried out in exactly the same way as in the first option - until there are no required numerical combinations left.

Fortune telling “Sotka” in its third variety ends with the total number of remaining digits being calculated, which will indicate the answer. If the remainder exceeds 16, a numerological collapse is carried out (see above).

Interpretation of the results according to the third option

Fortune telling values ​​100 according to the third option:

• 1 - you will be bored with him;
• 2 - you will be a good couple;
• 3 - his heart is occupied by another girl;
• 4 - he does not feel love for you;
• 5 - he trusts and respects you;
• 6 - he is deceiving you;
• 7 - the chosen one is jealous of you;
• 8 - the road awaits you;
• 9 - separation awaits you;
• 10 - you will soon be together;
• 11 - you have to have a serious conversation with him;
• 12 - you will become husband and wife;
• 13 - he likes you;
• 14 - the chosen one loves you;
• 15 - misses and thinks about you;
• 16 - there is no interest on his part in you.

Fortune telling using numbers from 1 to 100 is just a fun method of getting an answer about a possible option for developing a relationship with the guy you are interested in. If you receive a negative prediction, do not take it to heart. Man is the architect of his own happiness. And it depends only on you what the future fate of your couple will be.

This is a tablet for learning numbers from 1 to 100. The book is suitable for children over 4 years old.

Those who are familiar with Montesori training have probably already seen such a sign. It has many applications and now we will get to know them.

The child must have excellent knowledge of numbers up to 10 before starting to work with the table, since counting up to 10 is the basis for teaching numbers up to 100 and above.

With the help of this table, the child will learn the names of numbers up to 100; count to 100; sequence of numbers. You can also practice counting by 2, 3, 5, etc.

The table can be copied here

It consists of two parts (two-sided). On one side of the sheet we copy a table with numbers up to 100, and on the other side we copy empty cells where we can practice. Laminate the table so that the child can write on it with markers and wipe it off easily.

How to use the table

	1. The table can be used to study numbers from 1 to 100. Starting from 1 and counting to 100. Initially the parent/teacher shows how it is done. It is important that the child notices the principle by which numbers are repeated.
	2. Mark one number on the laminated chart. The child must say the next 3-4 numbers.
	3. Mark some numbers. Ask your child to say their names. The second version of the exercise is for the parent to name arbitrary numbers, and the child finds and marks them.
	4. Count in 5. The child counts 1,2,3,4,5 and marks the last (fifth) number.
	5. If you copy the number template again and cut it, you can make cards. They can be placed in the table as you will see in the following lines In this case, the table is copied on blue cardboard so that it can be easily distinguished from the white background of the table.
	6. Cards can be placed on the table and counted - name the number by placing its card. This helps the child learn all the numbers. This way he will exercise. Before this, it is important that the parent divides the cards into 10s (from 1 to 10; from 11 to 20; from 21 to 30, etc.). The child takes a card, puts it down and says the number.
	7. When the child has already progressed with the counting, you can go to the empty table and place the cards there.
	8. Count horizontally or vertically. Arrange the cards in a column or row and read all the numbers in order, following the pattern of their changes - 6, 16, 26, 36, etc.
	9. Write the missing number. The parent writes arbitrary numbers into an empty table. The child must complete the empty cells.

Back forward

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Lesson type: consolidation of learned material

Lesson form: lesson-excursion

Equipment: screen, multimedia projector, laptop, stereo system, visual aids, cards

• consolidate skills in addition and subtraction techniques;
• improve computational skills and problem solving skills;
• develop logical thinking, ingenuity, attention;
• cultivate respectful attitude towards each other;
• reinforce traffic rules, repeat traffic lights;
• create favorable conditions for students in the classroom

1. Organizational moment. Communicate the topic and objectives of the lesson.

Today in class we will go to the zoo. There we will meet different animals.

During the excursion, you need to think, reason, and, of course, calculate without errors.

And this requires attention
And effort is a must.
We will decide!
We will dare!
We will consolidate everything we have learned!

2. Oral counting

Let's go to the zoo

SLIDE "CASH OFFICE"

2.1. Guys, we need to buy a ticket. Ticket price 15 rubles.

Dial the number 15 from the numbers written on the cash register

cash register	cash register	cash register	cash register
4	6	2	1
8	3	5	7
5	4	9	8
3	1	4	5

We bought a ticket and went to the zoo. Be careful. (the board opens, there is a parrot in the cage)

2.2. You are greeted by the parrot Kesha. He wonders if you can answer his questions? Be careful.

2.3. Test "Find the right answer"

I read the task in verse, and you find the correct answer in each line among the numbers.

The sea lion cleaver said, reasoning:
My family is very small,
Me, seven wives, and six children:
How many suits do you need for the summer?

Seven warblers sat in one feeder,
Eight - to another, their bellies are full!
So I'll ask you guys,
How many birds are we feeding now?

On branches decorated with snow fringe,
The ruddy apples grew in winter.
The bullfinches have landed on the apple tree, look!
About three dozen of them arrived cheerfully.

Here, look, they are still flying.
There are now fifty of them!
Think about it
How many birds came later?

SLIDE "Answers"

• If correct, draw a green circle
• There is an error - yellow circle
• Failed - red circle

2.4. "Chain"

There is a pedestrian crossing ahead. You need to quickly go through the task.

13-8+6-7+8+6-9+5-6+4-9=? 3

How many signals does a traffic light have? What do they mean?

SLIDE - TRAFFIC LIGHT

3. Updating knowledge. Consolidation of the studied material.

3.1.Look, a Ferris wheel. Animals want to ride.

Help place them in the right chair.

Solve the example, find the answer on the animal’s chest and put it in a chair

(Ferris wheel, different animals on the board)

80-8	50-4	72-6	43-30
73+6	27+9	37+5	25+7
34+26	100-6	64-9	70-50

3.2. Written methods of subtraction and addition. Work in notebooks and at the board

SLIDE "Panda".

Panda thought. Can we help you solve the examples?

• 75+16
• 93-67
• 85+15
• 90-78

3.3. Independent work

SLIDE Calculate yourself, writing the solution in a column

• If correct, draw a green circle
• There is an error - yellow circle
• Failed - red circle

3.4 Logical thinking task

Look guys, who is it? (drawings of animals on the board)

The squirrel, hedgehog, fox and hare drew shapes, one shape each

“The hedgehog did not draw a polygon, the hare did not choose a triangle, but the Fox drew a rectangle that has its own name.

• What shape did the squirrel draw?
• What shape did each person draw?

These figures turned out to be magic rugs. They do exercises on them.

Let's stand on our mats and do some physical exercise.

4. Dynamic pause to music

5. Solving a compound problem

• Our excursion continues. Look who's in the next cell? What beautiful tigers.
• What do they feed tigers?
• Do you know how many kg of meat a tiger eats per day?
• Now we will find out by solving the problem.

SLIDE (students read the problem)

5.1. Analysis of the problem

• What is the problem talking about?
• What is known about the tiger?
• What is known about the tigress?
• What is the question of the task?
• We can immediately answer the question of the problem, how many kg of meat does this animal need? What will we find out first?
• Write down the solution to the problem.

5.2. Checking the solution to the problem. Student answers.

What did you learn in 1 action? 2? Check the solution to the problem.

Our excursion is coming to an end.

SLIDE - Hedgehog. He encrypted the word. Shall we guess it?

Look, it's a 7 letter word. We can decipher it by completing the task. There is a card on the desk with the task “Find the meaning of expressions”

SLIDE - show

Solve the example, find it in the table above what letter corresponds to this value

SLIDE - show

Write this letter in the table at the bottom at No. 1

Find the next values, etc.

What word is encrypted?

6. Lesson summary. Reflection.

You did a good job in class today. Who guessed the word without mistakes? Well done!

Draw a green circle on the card; whoever made a mistake is a yellow circle.

The tour of the zoo has come to an end.

• How was our excursion? What did we do during the excursion? What new did you learn?
• What difficulties did you encounter, did everything work out for you?
• How can you evaluate your work in class?

(green, yellow or red circle?) Show

7. Homework assignment.

And at home you will prepare an interesting task:

• Boys will make a card for girls, which will have 3 examples of subtraction and 3 examples of addition
• The girls will come up with two different problems about the animals they met at the zoo.

8. SLIDE "Relaxation".

Look who it is? (Smaliki)

What's their mood? Who is also in a good mood now? Well done! Thank you for the lesson!