Chapter IX
Games with Roman Numerals
Why is it worth teaching Roman numerals?
Roman numerals are a fascinating element of our culture and history. Although we usually use Arabic digits, Roman notation accompanies us in many everyday situations. We encounter it on clock faces, in writing dates, on historic buildings, in the titles of books or sporting events. In grades 1–3, learning Roman numerals has an introductory role — it is not about using them fluently, but about recognizing symbols, understanding the rules for creating the notation, and linking them with the matching Arabic values.
By getting to know this system, pupils notice that mathematics has many different forms, and numbers can be represented in different ways. Introducing Roman numerals already at an early stage of education shapes children's observation skills, develops memory, and the ability to order and analyze information. Pupils learn to notice the relationships between signs and their numerical value, which supports logical thinking and makes it easier later to understand more complex mathematical systems.
After completing the tasks in this chapter, the pupil:
- Recognizes and reads Roman numerals in the range I–XII.
- Orders Roman numerals in increasing and decreasing order.
- Converts Roman notation into Arabic notation and the other way around.
- Adds and subtracts numbers in the Roman system in a simple range.
- Points out places where Roman numerals appear in the surroundings (a clock, a building, a book).
- Builds constructions from blocks, using gears, cylinders, platforms, and connectors to illustrate numbers and operations.
- Builds Roman numerals up to 20 using blocks.
- Reads Roman numerals written on boards, cards, and constructions.
- Uses Roman numerals in mathematical activities and everyday situations (e.g. writing the hour, the title of a film).
- Works in a group, solving tasks that require reading or building a Roman numeral.
Roman vs. Arabic
Learning goal
Assigning the value of an Arabic number to a symbol of a number in Roman notation.
Needed elements
- Gears
- Platforms
- Printed numbers 1, 5, 10 and I, V, X
How it goes
The teacher places Arabic digits on the board and explains to the children that every number can be written using Arabic digits and Roman numerals; next to the Arabic notation the teacher places Roman symbols and asks the children whether they have already observed this form of writing somewhere.
Then the teacher assigns one color of gear to the number values on the board: I — yellow gear, V — blue gear, X — red gear. On platforms, children arrange gears from the smallest to the greatest value.
Writing Roman Numerals
Learning goal
Writing numbers in the range 1–12 in the Roman system.
Needed elements
- Gears
- Platforms
- Printed numbers 1–12 and I–XII
How it goes
The teacher arranges platforms 10×2, reminds the children which colors of gears were assigned to Roman numerals, and asks the children which gear must be placed on the platform to represent the number 1, then 2 and 3. The teacher removes the gears arranged earlier from the platform and places a blue gear, that is V, asks the children how much must be added to get six (places a yellow gear to the right of the blue gear), and how much must be subtracted from V to get IV (moves the yellow gear to the left side of the blue one).
In the same way, together with the children, the teacher arranges gears on the platforms to create all the numbers in the range 1–12 and place the printout with the Roman notation next to them.
Hours in Roman Numerals
Learning goal
Reading hours written in the Roman system.
Needed elements
- Gears
- Platforms
- Printed numbers 1–12 and I–XII
- A clock with Roman numerals or an illustration/photo on the screen showing such a clock
How it goes
The teacher asks the children whether they have ever seen such a clock and whether they can read the hour on it. Then the teacher asks the children to arrange a circle of 60 gears on the carpet so that every fifth gear is red, and the rest yellow. From cylinders we build the clock hands (a longer one and a shorter one).
Together with the children, the teacher arranges Arabic hour markings by the red gears, divides the children into 12 groups, and each group receives a random card with Roman notation. The groups take turns trying to change the Arabic numbers into Roman ones, and then set the clock hands so that they show their hour.
Living Roman Numerals
Learning goal
Improving fluency in writing Roman numerals.
Needed elements
- Gears
- A bag
How it goes
Into a bag we put yellow, blue, and red gears in a number matching the number of pupils. The teacher reminds the children of the assignment of gear colors to the values I, V, and X. Each pupil draws one gear from the bag. The pupils stand on the carpet, and the teacher names a number in the range 1–12; as quickly as possible the pupils stand next to one another in such a way as to create the named number from the gears they are holding.
Roman Calendar
Learning goal
Consolidating knowledge of the names of the months and assigning their numbering in the Roman system.
Needed elements
- Gears
- Platforms
- Printed names of the 12 months
- Printed Roman numerals I–XII
How it goes
The teacher hangs a board with the names of the months and their numbers in the Arabic system (1 — January, 2 — February, ... 12 — December). Then the teacher shows that the numbers of the months can also be written in the Roman system:
● I — January,
● II — February,
● III — March,
● ...
● XII — December.
Each child builds a 4×2 platform for themselves and draws a card with the name of a month. Their task is to build the number of the month in the Roman system from blocks. At the end the children together arrange a “calendar” on the floor — a row of 12 months with the matching Roman numbering.
Variants
Variant 1: children arrange gears into the number of the month in which they have their birthday.
Variant 2: children choose their favorite month of the year, arrange the matching gears to create the number of the chosen month, and then build a construction that they associate with it (e.g. July — the sun, March — a crocus, and so on). After the building is finished, all the children try to guess the name of the month.
Coding in Roman Numerals
Learning goal
Practice in reading Roman numerals.
Needed elements
- Gears
- Platforms
- Printed Roman numerals I–XII
How it goes
The teacher and each child build a 4×2 platform; on their platform the teacher arranges gears into a chosen Roman numeral; the children reproduce the number on their platform and guess the written number.
Chariot Races
Learning goal
Practice in reading Roman numerals.
Needed elements
- Gears
- Platforms
- A large die with Roman numerals I–VI stuck on, or a bag and cards with Roman numerals
How it goes
The pupils divide into four teams; each team builds a track from 10 platforms and chooses the color of a cylinder that will serve as a token. By rolling a die or drawing from a bag, the team reads the value of the number drawn; if they do it correctly they move their token forward; if not, they lose a turn.
Variants
The team draws two numbers that must be added or subtracted in order to move the token by the value of the result of the operation.
High-Rise Building
Learning goal
Practice in reading Roman numerals.
Needed elements
- Gears
- Platforms
- Connectors
- Cards with Roman numerals from III to VII
How it goes
The teacher divides the children into groups of 4–5; each group draws a card with a Roman numeral; their task is to build a high-rise with as many floors as the number on the card shows. After the work is finished, on each floor they place gears so that they form the number of that floor.
Mathematics in Roman Numerals
Learning goal
Practice in reading Roman numerals.
Needed elements
- Gears
- Platforms
- Printed Roman numerals I–XII
How it goes
The teacher divides the children into pairs; each pair builds two 4×2 platforms. The teacher shows a card with a chosen Roman numeral; on the platforms the children build two numbers that, added together, will give a result matching the number on the card.
Variants
We increase the number range to XX, and besides addition the pupils also carry out subtraction operations.