This lesson is about cardinal and ordinal numbers, as in one-two-three for the former, and first-second-third for the latter. Look on page 111 for the list. The Roman numbers listed on the left of the page are what you expect them to be from grade school. The only numbers likely to give you trouble are L and D that stand for 50 and 500 respectively; otherwise, you will figure out that C is for 'centum' as century meaning 100 and M is 'mille' as in millimeter meaning 1000. All in all, you are not likely to have much trouble with the number system unless you stayed asleep in grade school when this was discussed.
Read the bottom of page 111 for a discussion of 'quot' that requires an answer from the cardinal numbers as in one-two-three; then 'quotus' that requires an answer from the ordinal numbers as in first-second-third. With this information, now watch this for where did this number system come from?
Read the bottom of page 111 for a discussion of 'quot' that requires an answer from the cardinal numbers as in one-two-three; then 'quotus' that requires an answer from the ordinal numbers as in first-second-third. With this information, now watch this for where did this number system come from?
This is also a good time to look again at this video about how Romans added, subtracted and multiplied with these seemingly odd numbers. While neither the Roman or Greek mathematics had multiplication or division in their systems, they had a way to overcome this limitation. Also, adding in the Roman number system is easier than the Arabic system we use today. There are some things you probably did not know about Roman numerals and this next video is wonderfully informative.
For another view of Cardinal and Ordinal numbers view this link for its explanation and comparison, it also shows the numbers as declined in all cases. Again, this is just to reinforce your understanding.
Numbers - Cardinal and Ordinal
Now for some exercises on this to learn the points:
Roman Numerals
Number Practice
We don't want to overdo this so this one exercise is sufficient for you to have the point. Now learn the vocabulary on page 109. When done take on these exercises.
vocabulary 1
vocabulary 2
vocabulary 3
vocabulary 4
Now combine your knowledge of Roman numbers with its culture to complete this exercise.
culture
On page 110, is a picture of Dido, Queen of Carthage. For an introduction to what she means in history of Rome and North Africa, watch this:
Numbers - Cardinal and Ordinal
Now for some exercises on this to learn the points:
Roman Numerals
Number Practice
We don't want to overdo this so this one exercise is sufficient for you to have the point. Now learn the vocabulary on page 109. When done take on these exercises.
vocabulary 1
vocabulary 2
vocabulary 3
vocabulary 4
Now combine your knowledge of Roman numbers with its culture to complete this exercise.
culture
On page 110, is a picture of Dido, Queen of Carthage. For an introduction to what she means in history of Rome and North Africa, watch this:
The history and myth that combine to create the 'Aeneid' are what every child in Ancient Rome studied and the Aeneid is studied still.
Translate now the story on page 109-10. Notice how it ends with the opening lines of Vergil's Aeneid of book 2. The translation is given, introducing the lines describing the fall of Troy to a Carthaginian audience. The movie 'Troy' is based on the sentences that follow in the Aeneid.
As before number every sentence and translate the story. Great Work so far!
Translate now the story on page 109-10. Notice how it ends with the opening lines of Vergil's Aeneid of book 2. The translation is given, introducing the lines describing the fall of Troy to a Carthaginian audience. The movie 'Troy' is based on the sentences that follow in the Aeneid.
As before number every sentence and translate the story. Great Work so far!