INTERESTING FACT
Invention Of Zero
Zero was invented in India by Indian mathematicians dating as early as 5th century. They widely used it in calculations, astronomy and astrology. Zero was spread by Arabians to the Europe and there on it was spread all over. Before this, all Europeans used roman numerical which were difficult to calculate on as they were in the form of Symbols, lengthy and had limits.
New Math Multiplication Method
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WRONG! Muhammad ibn Musa al-Khwarizmi was not BORN until the year 780.
The Nagari number system of 1 through 0 was invented by Indians and they began using this sytem around the year 600. This number system spread to the Middle East around the year 800.
ZERO was used also used in astronomy & astrology calculations in India as early as 4th century B.C.!!! But the written numbers with zero began usage in 600.
ALGEBRA was invented by a mathematician named Diophantus, who lived in ancient Alexandria around 200 AD, that is a full 600 years before al-Khwarizmi was 20, the year 800.
Al-Khwarizmi was a mathematician, an astronomer, and a math teacher.
He studied the works of EUCLID, Diophantus, and also hindu astronomy and numerical system.
He wrote a book called The book "Hesabolhend," that explained the Indian calculation system, when translated into Latin the title is:
Algorithmi the Numero Indorium.
Algoritmi de numero Indorum written by Al-Khwarizmi is also called Hindu Art of Reckoning, and gave rise to the word algorithm deriving from his name in the title. The work describes the Hindu place-value system of numerals based on 1, 2, 3, 4, 5, 6, 7, 8, 9, and 0
He did not invent ZERO, Algebra, OR Algorithms. He did study them and write many teaching books about the subjects. He also expanded on some equations.
Algorithms were invented by Euclid and are called the Euclid Algorithm. He is the father of Geometry.
Al-Biruni wrote: What we [the Arabs] use for numerals is a selection of the best and most regular figures in India. (the nagari number system)
YOU arab mother ****ers need to stop lying about that, and besides, Al-Khwarizmi was PERSIAN and was a Zoroastrian in his early life, probably force converted to Islam, and was not an arab in any way shape or form. I am sick of hearing about arabs invented this and that, and they really didn't invent SHIT.
yeah that the man arabs always say 'invented MATH' wasn't even born until almost the year 800!! I am tired of Arabs and muslims trying to steal credit for things invented by Indians (and no I am not Indian, I am Swedish/German/Scottish) or other peoples. They routinely degrade India, denounce their inventions, and call them primitive. I'm just sick of it and I am sick of their stupid lies.
Let's be real here!! The only thing the TURKS ever invented was 'invade & conquer' and then later 'kill everyone not Turk, deny this, claim ownership of all their inventions'. Turks have invented NOTHING.
So, what, you didn't read the article? It was invented in India, probably so long ago they don't even know who first brought it up. But they have empirical evidence, based on manuscripts, etc., that 'zero' was already in USE in India long ago - WELL BEFORE THE ARAB man that everyone claims 'invented' zero and then try to act like no one else ever would have or could have invented it.
Factually, most things like written language, math, astronomy, agriculture, the use of saddles, gunpowder & many other things are proven to have been 'being developed' simultaneously across many races, countries, and continents.
Although China is given credit for the invention of gunpowder, the arabs claim that as well & then some historical evidence shows a european man was working on the same combination of ingredients around the same time.
Just a clarification
Al-Khawarizmi is a Iranian scientist!
Aryabhatta.
get to know this point. all comments except my comment are typen deliberatily
LOL....:D
During Aryabhata's time, the Jain text "Lokavibhaga" used decimal place-value system including Sanskrit numeral words for the digits, with word for zero as "shunya" (empty). The first known use of special glyphs for the decimal numbers including the indubitable appearance of a symbol for "zero", a small circle, appeares on a 1,125 years old stone inscription found at the Chaturbhuja Temple at Gwalior - a city in Madhya Pradesh 125km south of Agra.
The Hindu-Arabic numerals and the positional number system were introduced 1,175 years ago in an arithmetic book "al-Kitab al-mukhtasar fi hisab al-jabr wa'l-muqabala" written by Abu Abdallah Muhammad ibn Musa al-Khwarizmi (Persian mathematician, astronomer and geographer from Baghdad). This book synthesized Persian, Babylonian, Indian and Greek knowledge and also contained his own fundamental contribution to Algebra and Arithmetic, including an explanation of the use of digit "zero". 350 years later the Arabic numeral system was introduced to Europe through Latin translations of Musa al-Khwarizmi's book causing a profound impact on the advance of mathematics and science in Europe. "Algorithm" was derived from the Latinized forms of Musa al-Khwarizmi's name "Algoritmi".
The scientist who invented the zero is an Arab called Al-Khawarizmi.
He also invented algebra, algorithms...
Just type in his name in google and you will be amazed of him.
U need to get some information from internet.LOL
Darko is in the dark about who invented Zero. Its the Indians who invented and just because you mentioned that the Turks invented does not change history dude!
19 facts have zero as one of the addends
NEED: rope with knots, hopscotch if desired or numbers to tape to floor.
Use rope with knots: One end is 0 and the other end is 10. Have students start on one number then you say +1, +2 or +0 and see what happens. point out that at +0 the student doesn't move.
Same idea can be carried out with hopscotch or numbers taped on floor. Children hop forward O, 1, or 2.
Counting On/Back
Used when one addend is 1, 2 or 3. Why not with higher numbers?
· Use rope from above and add counting on or use number line
· Put big number in your head and then count on. Model with pictures on overhead
· Use spinner for choral response
NEED: transparent spinner with 1 more, two more, +1, +2...overhead cards 4-9.
Use spinner with one more and two more. Pull card from deck of 4, 5, 6, 7, 8, and 9. After roll children should say 4 and 2 more are 6.
Doubles
There are 10 doubles facts from 0+0 to 9+9
NEED: Two of Everything, mirrors, beans, pictures to coincide with doubles, large sheets paper for teacher pictures, doubles pictures, calculators
Have teachers brainstorm at tables and prepare poster for doubles. Take few minutes to share.
Use book Two of Everything.Let children place certain number of beans in front of them and them put mirror in front. Since mirror gives reflection, it actually shows double. Have children record doubles fact and what they see in mirror.
· Have children construct doubles anchor chart
· Calculator doubles: Use calculator to enter doubles maker 2 x1=2 then enter any number and decide on response if this number is doubled. press = and check response. Enter another number (no need to reenter 2X)
Doubles Plus 1 (also known as Near Doubles)
Includes all combinations where one addend is one more than the other. The strategy is to double the smaller number and add 1. Be sure children understand the doubles strategy before starting this strategy.
· Have children model double: 2 red bears plus two red bears. Then add green bear to one side. Have them pick out hidden double.
· Give children set of dominos and ask them to pick out doubles, doubles + 1 and then choose two to write about. Good for assessment
PRACTICE STRATEGY SELECTION
· Roll dice and put under correct label: doubles, doubles plus one , zero or counting on
NEED: Two die per set of teachers (give with # and dots), dominos depending on age of children and conceptual understanding, give 2 dice (# or dots) roll 2 dice... use recording sheet labeled DOUBLE, DOUBLES +1,Zero Fact or Counting on
Children roll 2 dice and decide if it represents a double, double +1 etc.
Children take turns until they have rolled 25 times. Each time they should record problem under correct column. They should tally how many of each were rolled.
Make a Ten
Used when one of the addends is 8 or 9
· Use large ten frame on ground and have children step on it and model.
· Then, have children use ten frame and model with partner
Need: Visqueen Ten Frame, paper plates for large ten frame, one die with all 8s and 9s and regular die individual ten frames
Facts for Ten (Ten Frame Facts)
These include facts that add to 10.
Read Ten Black Dots
NEED: ten frames with dots, blank overheads, vis a vis marker, overhead ten frame and markers, decks of cards- 1 per pair, overhead cards (A-9), ten frame on visqueen
show ten frames and have children tell how many without counting. Then challenge them to tell how many more are needed to make a ten. Record on overhead their responses. Use children in place of beans.
Use only ace-9 cards (ace =1). Shuffle in place turned over on desk. Turn top card over. Each student takes turn turning over card. If he she can make a ten, using two cards, he/she gets to keep the cards. Next player turns over card. If can'y make a sum of ten, card stays on desk and play continues to next person who flips card and tries to make a 10 with any of the cards showing.
PRACTICE STRATEGY SELECTION
· Two Dice Bump, Three Dice
· 4x4 Sum
Ten Plus Facts (by definition not a basic fact, but like to include)
These are addition problems where one addend is a ten.
NEED: double ten frames on overhead, overhead markers of two different colors.
Model 10 +6 on overhead and several other 10+ facts. have children determine how alike and how different.. Have them generate rule for adding numbers to 10.
Make a Ten Facts
These facts have at least one addend of 8 or 9. The strategy is to build onto the 8 or 9 up to 10 and then add on the rest. For 6+8 think: start with 8 and 2 more makes 10 that leaves 4 more so the answer is 14. Before using this strategy make sure children have been practicing thinking of numbers such as 11 as 10 and 1 more or 18 as 10 and 8 more.
NEED: double 10 frames on visqueen, double ten frame on overhead and one per participant
choose a fact with 8 or 9 as addend; 8+4. Have 8 stand on one 10 frame and 4 on the other. Ask children what could be dome to make this problem easier and build on something they know.
As practice for all strategies:
Place problems on overhead and have children discuss among themselves which strategy they would use and then discuss as whole class.
In sets by strategies, make cards that have number on one side and answer on the other. For example, 2 and 4, 3 and 6, 4 and 8. have children pass through "function box" When they come out on other side have students tell what happen to the number they went in with. record as each enters and exits under in and out. Do for doubles, doubles plus one, zero, one more, two more
Other Strategies and the Last 6 Facts
The above 5 strategies account for 88 of the 100 basic facts. The remaining 12 are really only six facts and their respective turn arounds.
Doubles Plus Two or Two Apart Facts
Of the remaining six facts, three have addends that differ by two. There are two approaches:
o some children extend the knowledge of doubles plus one to doubles plus two 4+6 is double 4 plus two more which equals 10.
o others take one from the larger addend and give it to the smaller addend. Thus the 4+6 fact becomes the double 5 fact (give one from the 6 to the 4) which equals 10.
Make Ten Extended
Three of the six facts have 7 as one of the addends. Often the Make A Ten Strategy is extended to these facts. Thus for 7+5, think 7+3=10 and 2 more is 12.
Counting On
Counting on is taught as a strategy for all facts that have a 1, 2, or 3 as an addend.
Subtraction Facts
Subtraction as Think Addition
The child uses known addition facts to produce the unknown quantity or part. For 9-4 think: 4 + ? is 9. This strategy is appropriate for subtraction facts with sums of 10 or less.
Facts with Zero
This set includes those involving minus zero (7-0) and those with a difference of zero (7-7).
One Less Than, Two Less Than
This group includes all facts with differences of 1 or 2 (8-7, 8-6) as well as those that involve -1 or -2 (8-1, 8-2). When teaching this strategy, frequently follow one fact with its partner. That is, follow 9-2 with 9-7 and discuss how these facts are alike. Then write the 7+2=9 fact. Help children see how the two more than and two less than relationships are involved in both facts.
Ten Frame facts
This group includes all facts with the first number of 10 (10-7), those involving -5 (8-5) and those with a difference of 5 (8-3).
Doubles and Near Doubles
This group refers to the addition facts of the same name. For 12 - 6 think: 6+6 =12. 9
For 9-4 think: 4+4 = 8 and 4+5 =9 so 9-4+5.
Subtracting 9
Picture a Ten Frame. Take one away and add on the extras. For 15-9 think: 15 equals one ten frame and 5 more. Take nine off the ten frame and you have 1 in the Ten frame plus the 5 left over = 6.
As a number zero.
0 is the integer immediately preceding 1. In most cultures, 0 was identified before the idea of negative things that go lower than zero was accepted. Zero is an even number,[4] because it is divisible by 2. 0 is neither positive nor negative. By some definitions 0 is also a natural number, and then the only natural number not to be positive. Zero is a number which quantifies a count or an amount of null size.
The value, or number, zero is not the same as the digit zero, used in numeral systems using positional notation. Successive positions of digits have higher weights, so inside a numeral the digit zero is used to skip a position and give appropriate weights to the preceding and following digits. A zero digit is not always necessary in a positional number system, for example, in the number 02. In some instances, a leading zero may be used to distinguish a number.
I request my friends to read a book by FRITJOF CAPRA,[PhD in theoretical physics, done research in high-energy physics in several American and European universities] "THE TAO OF PHYSICS". It is about an exploration of parallels between modern physics and eastern mysticism. Publisher - Flamingo.
"Good point Afghan Banana Man. Since around 3100 bce things have been developing all over, like writing, mathematics, calendars, astronomy, pyramids, etc."
3113 bce is the starting date of the dawn of our present world according to the Maya Calendar, which incidentally is very close to the start of the Kali Yuga which is 3102 bce. I find this all so incredibly amazing and realize that the ancients knew so much more than we all understand at this present cunjture in time. Let us study each others' cultures and find out the truth without compromise, sharing in the wealth of knowledge that is available, passed down through the ages! May you all prosper!!!!
I still stand with my 2009 comments. Humans will develop technologically at the same rate, unless hindered by outside influences.
The tortilla, roti, nan, parata and flatbread have all the same ingredients and prepared in a like fashion. People use what that have to made it work for them.
Someone said that if humans were born with 12 fingers, we would have a numbering system based on 12 and it would seem natural. 12 dimes to 1 Dollar.
I do wonder about the shape of the number "5" in Arabic. It looks like a zero. Any comments?
I'm sure India is a great country, just like the rest of our world. They were colonized, and Ghandi helped make things right, and so did the Eastern European, Mother Theresa.
God Bless.
Group:
I still stand with my 2009 comments. Humans will develop technologically at the same rate, unless hindered by outside influences.
The tortilla, roti, nan, parata and flatbread have all the same ingredients and prepared in a like fashion. People use what that have to made it work for them.
Someone said that if humans were born with 12 fingers, we would have a numbering system based on 12 and it would seem natural. 12 dimes to 1 Dollar.
I do wonder about the shape of the number "5" in Arabic. It looks like a zero. Any comments?
THANKS!
I like people who can accept us so that I also accept them whole heartedly.
Wiswh you all a very happy & prosperous 2011