Chinese Rod-Numeral System
Date: 11/09/98 at 22:35:23 From: Carmel Ruby Subject: Chinese rod-numeral system How exactly does the Chinese rod-numeral system work?
Date: 11/13/98 at 23:38:44 From: Doctor Ameis Subject: Re: Chinese rod-numeral system Hello Carmel, The Chinese rod-numeral system was a base 100 system. It had a ones place, a hundreds place, a ten-thousands place, and so on. However, the rod-numeral system was not a complete place value system in that it did not make use of a symbol for zero. Zero was shown by the absence of rods in a counting board compartment. Also, the rod-numerals were used for doing arithmetic, not for writing purposes. The rods were used to represent positive and negative numbers. Black rods were used to form negative numbers and red rods were used to form positive numbers (today we associate negative with the color red, not with the color black). The rods were carried in a pouch and placed on a counting board which had compartments corresponding to the ones place, the hundreds place, and so on. Each compartment was split into two parts. The right part for the heng rods (see below) and the left part for the tsang rods (see below). There were two types of rod numbers: the hengs (from 1 to 9) and the tsangs (from 10 to 90). Whole numbers were represented by combining these two types of rods. Here are the heng rods: 1 | 2 || 3 ||| 4 |||| 5 ||||| ___ 6 | ____ 7 || ___ 8 ||| ____ 9 |||| Here are the tsang rods: 10 ___ ___ 20 ___ ___ 30 ___ ___ ___ ___ 40 ___ ___ ___ ___ 50 ___ ___ ___ 60 | ___ | 70 ___ ___ | 80 ___ ___ ___ | 90 ___ ___ ___ ___ Let's see how 3614 would be represented. Because the rod system is based on hundreds, we need to look at 3614 in terms of ones, hundreds, etc. 3614 is made up of 36 hundreds and 14 ones. This means that one group of rods is used to represent 14 and another group is used to represent 36. It would look like this (the ones place is on the right and the hundreds place is to the left of the ones): ___ ___ ___ ___ |||| ___ | Note how the heng rods are to the right of the tsang rods. That is how it would look on the counting board within each compartment (split into heng and tsang parts). Let's see how 735 would be represented. It has 7 hundreds and 35 ones. 735 would look like this: ____ ___ || ___ ||||| ___ Note that there are no tsang rods needed in the hundreds place (because 7 is less than 10). After the rod-numerals were placed on the counting board in the appropriate compartments (ones, hundreds, etc.), they were then manipulated by repositioning and reforming them as required for doing the arithmetic. A simple example follows. You might want to use cuisenaire rods to form the rod-numerals and then manipulate them to do the arithmetic. Suppose you are adding 17 and 64. First, each number is represented by placing the appropriate rod-numerals on the counting board. This is what it would look like on the counting board in the ones compartment (in this case, only the ones compartment is involved because we are adding 17 ones and 64 ones). ___ ____ (17 ones) || | ___ |||| (64 ones) Now the arithmetic thinking begins. All work is done mentally with the rods serving as a memory aid for what is currently the situation. (Isn't this also the case when doing pencil and paper arithmetic? The actual arithmetic is done mentally. The stuff written on the paper serves as a memory aid.) Combining the vertical rods in the heng part we obtain six of them. Five of these six vertical heng rods trade for one horizontal heng rod. This leaves one vertical rod remaining. But now there are two horizontal heng rods. These two rods trade for one horizontal tsang rod (5 + 5 = 10). This leaves us with only one heng rod - the leftover vertical one - in the heng part of the compartment. Now there are three horizontal tsang rods and one vertical tsang rod in the tsang part of the ones compartment. No trading is required for this situation. The final result would look like this. | ___ | (81 ones) ___ ___ Hope this helps. Feel free to ask for further assistance with this. - Doctor Ameis, The Math Forum http://mathforum.org/dr.math/
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