Students will learn about the history and culture of the Ancient Mayans. Students will practice writing the Mayan numerical symbols, and then solve math problems using these symbols.  They will then write their own word problems, and create their own number system.

Created by Julie Kilcullen, September 2006

• use place value to read, write, compare, and order whole numbers through the 999,999,999,999
• use place value to read, write, compare, and order decimals through the thousandths place.
TEKS §111.17. Mathematics, Grade 5, (1)(A,B)

The student is expected to use addition and subtraction to solve problems involving whole numbers and decimals.
TEKS §111.17. Mathematics, Grade 5, (3)(A)

The student is expected to describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams.
TEKS: §111.17. Mathematics, Grade 5, (5)(A)

The student is expected to select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations.
TEKS §111.17. Mathematics, Grade 5, (6)

The student is expected to:

• identify the mathematics in everyday situations
• solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
• select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
• use tools such as real objects, manipulatives, and technology to solve problems.
TEKS §111.17. Mathematics, Grade 5, (14)(A,B,C,D)

The student is expected to explain and record observations using objects, words, pictures, numbers, and technology; relate informal language to mathematical language and symbols. TEKS §111.17. Mathematics, Grade 5, (15)(A,B)

The student is expected to:

• make generalizations from patterns or sets of examples and nonexamples
• justify why an answer is reasonable and explain the solution process.
TEKS §111.17. Mathematics, Grade 5, (16)(A,B)

Lesson Objective: The student will be able to explain and demonstrate an understanding of the difference between fact and opinion. The student will be able to compare and contrast factual accounts versus fictional accounts of historical individuals. The student will demonstrate an understanding of the genre of biography through their writing and discussion.

The teacher will show the students a Power Point of the Ancient Mayan Ruins and lead a discussion on the culture of these people, as well as the role the Mayans played as mathematicians in the ancient world. The students will then engage in a brief question and answer session with their teacher.

The teacher will model the Ancient Mayan language and number system on the board in the classroom. Students will practice writing each numeric symbol and saying the corresponding word in Mayan for that symbol. This will continue until all the students can write and speak the Mayan numbers from 0-20. The teacher will explain that the American Standard number system is a base 10 system and that the Ancient Mayan number system is a base 20 system. The students will then be introduced to Ancient Mayan manipulatives of sticks and stones. The students will practice doing computations with the manipulatives in small groups.

The teacher will write various basic math problems on the board in the American Standard system and students will translate the problem into Ancient Mayan. (Be advised that the teacher may choose to spread this lesson out over several days to allow adequate practice and mastery.) The teacher will ask students to compare the differences and similarities between the two systems. The students will record their responses in their math journals. The students will continue to work in groups to attain mastery of the Mayan system. Each student will take turns modeling different problems for the members of their group.

Assessment: Once students have attained a basic understanding of the Ancient Mayan number system they will be asked to generate independently at least five computation or word problems using the system. The questions generated by the students will be used in a quiz at a later date.

Enrichment: Students will be asked to develop their own number system in a number base of their choice. They must design the symbols, language and rules that govern their number system and then teach that system to their individual small groups.

Related Resources:     Civilizations in America: The Mayas from Washington State University     Mayan Kids.com