Chapter 3

System of Numeration

INTRODUCTION:

The conception of numbers can be traced back in the

earliest history of humankind. However, during the primitive
times, people do not have a formal concept of numbers. They used a
tally system to record their livestock, agricultural products or
whatever that they want to remember how much of those do they
still have. The tally system during the primitive times were found in
bones, stones, pebbles, or knots of a vine.
This lesson deals with the concept of numbers and numerals
and the different numeration systems.

OBJECTIVES:
At the end of the lesson, the students will be able to:
A. Identify different types of the numeration systems
B. Convert Hindu Arabic System to Ancient Numeration System
and vice-versa

LESSON PROPER
The concept of a number and a numeral are different.
Numbers are abstract concepts. They are ideas of quantities.
Numerals, on the other hand, are symbols the are used to represent
numbers. To illustrate the concept of numbers and numerals, try to
think number five for example. What do you imagine? Some of you
might think one of these:

5 V
These are the symbols and objects to which the number five is
associated. The idea of a number five is embedded on these symbols
and objects.
Numeration system consists of a set of symbols or numerals
and the rules for combining the numerals to represent a number.

Types of Numeration System

Generally, there are three types of numeration system. These
are additive, multiplicative and the place value systems.
An additive system is one in which the number represented by
a particular set of numerals is simply the sum of the values of the
numerals. The additive system is one of the oldest and most primitive
types of numeration systems. Egyptian hieroglyphics and the Roman
numeration system are some of the examples of additive system.
The multiplicative numeration system is more similar to
Hindu-Arabic system, but no addition signs are needed to represent
the number - it is implied. One of example of multiplicative
numeration system is the Chinese system which is not covered in this
module.
A place value system consists of a base (a natural number
greater than one) and a set of symbols representing the numbers from
zero to one less than the base. The numbers from zero to the base
minus one are called the digits in the system.

Ancient Numeration System

The Egyptian Numeration System

The Egyptians had a writing system based on hieroglyphs from

around 3000 BC. It is base 10 numeration system in which every base
10 number is represented by a different icon. Below are the base 10
numbers, its equivalent hieroglyphs, and its description.

Number Symbol Description

1 Stroke
1
10 Heel bone
2
100 Coil rope
3
1000 Lotus flower
4
10,000 Pointing finger
5
100,000 Tadpole
6
1,000,000 Astonished man
7
Suppose we need to write 23,216 in hieroglyphic form. We just need
to determine how many base 10 numbers we need to consider. That is,
23,216 =2(10,000) + 3(1,000) + 2(100) + 1 (10) + 6(1)

Thus, 23,216 = 55444332111111

Below are the examples of hieroglyphics and its equivalent Hindu-
Arabic numbers:

Hindu-Arabic Hieroglyphic
1. 25
2211111
2. 160
3222222
3. 500
33333
4. 2,022
552211
5. 2,350,353
776665555533322222111

Babylonian
 The oldest known numeration system that resembled a place-
value system was developed by Babylonians in about 2500 B.C. Their
system resembled a place-value system with base of 60, a sexagesimal
system. It was not a true place-value system because it lacked a
symbol for zero. The lack of a symbol for zero led to a great deal of
ambiguity and confusion. The following table gives the Babylonian
numerals.
There are only two symbols used in this numeration system- the
number one denoted H and 10 as denoted by J. To write 4,538 in
cuneiform, basically, we convert the number as a sum of the powers
of 60. That is,
4538 = 1(602) + 15(60) + 38
Thus, 4538 = H JHHHHH JKHHHHH HHH
Below are the Hindu-Arabic numbers and its equivalent cuneiform
numbers.

Hindu-Arabic Cuneiform
6. 25 KHHHHH
7. 160 HHKK
8. 500 HHHHHHHH K
9. 2,022 JKHHH KKHH
10. 10,357 HH JKKHH JKHHHHHHH

Mayan
In Mayan culture, numbers are written in base 20 (called
vigesimal base). The 20 Mayan digits are composed of simple
glyphs/symbols that can be added: dots ● associated to value 1
(units) and horizontal bars associated to value 5. The Mayan
civilization used a vertical writing for the numbers (units under
tens/twenties, under (four-)hundreds, etc.).
To write number 654 in terms of Mayan numeral system, the same
with the other ancient numeral system, we are going to add as sum of
the powers of 20. Therefore,
654 = 1(202) + 12 (20) +14
Thus,

202

201

200

Below are some of the examples of Hindu-Arabic numbers and their

equivalent Mayan Numeral systems.

1. 76 4. 4327
2. 956 5. 234,403

3. 10,748
 Chapter 3
Lesson 2 – Modular Arithmetic

INTRODUCTION:

Modular arithmetic is a system of arithmetic for integers,

which considers the remainder. In modular arithmetic,
numbers "wrap around" upon reaching a given fixed quantity
(this given quantity is known as the modulus) to leave a
:
remainder.
OBJECTIVES

At the end of the lesson, you should be able to:

1. Understand the concepts of modular arithmetic.

2. appreciate the concepts and properties of
modular arithmetic.
3. explain the importance of modular arithmetic.
LESSON PROPER

Let’s review on how to divide!

a. Divide 100 by 4. What is the quotient? What is the remainder?

b. Divide 49 by 2. What is the quotient? What is the remainder?

LESSON PROPER

Do you still remember how to divide integers? Let’s review!

Example a. Divide 106 by 4. What is the quotient? What is the

remainder?

Example b. Divide 49 by 2. What is the quotient? What is the

remainder?

dividend
Solution:
106
Example a. = 26, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟
remainder is 2. 4 the quotient is 26, the
2,
divisor

Example b. 49
5 the quotient is 9, the
remainder is 4. = 9, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 4,

In this section, we will introduce some new terms like,

congruence and modulo.

In our example a, the divisor 4 will be referred as modulo 4, and

at the same time, in example b, the divisor 5 will be referred as
modulo 5.

Two integers a and b are said to be congruent modulo

n, where n is a natural number, if

Congruence 𝒂−𝒃
is an integer
𝒏
In this case, we write a ≡ b mod n. The number n
is called the modulus. The statement a ≡ b mod n is
called congruence.
 In our example a, two integers, 106 (dividend) and 2 (remainder)

106 – 104
are congruent modulo 4 because = = 26, and 26 is an integer.
2
4
4

In this case we write 106 ≡ 2 mod 4. The number 4 is called the

modulus.

The statement, 106 ≡ 2 mod 4, is called congruence.

106 = 26, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 2,

4

Let us examine how to check whether the given statement is a true congruence.

Example:
Determine whether the congruence is true.

a. 29 ≡ 8 mod 3

Solution
a ≡ b mod n, where a = 29, b = 8, n = 3
21
𝒂−𝒃 29−8
= = = 7. Because 7 is an integer, 29 ≡ 8 mod 3 is a true
𝒏 3 3
congruence.

b. 15 ≡ 4 mod 6

Solution
a ≡ b mod n, where a = 15, b = 4, n = 6
15−4
𝒂−𝒃
= =11. Because 11
= 1.83 is not an integer, 15 ≡ 4 mod 6 is not true
𝒏 6 6 6
congruence.
c. 7 ≡ 12 mod 5

Solution
a ≡ b mod n, where a = 7, b = 12, n = 5
7−12
𝒂−𝒃 5
= =- = -1. Because -1 is an integer, 7 ≡ 12 mod 5 is a true
𝒏 5 5
congruence.

Solving a congruence equation (congruence with variables) means finding all

whole number values of the variable for which the congruence is true.

Example: Solve 2x +1 ≡ 3 mod 10

Solution
Beginning with 0, substitute each whole number less than 10 into the
congruence equation.

x 2x +1 ≡ 3 mod 10

x= 0 2(0) +1 ≢ 3 mod 10 1 ≢ 3 mod 10 Not a

solution
x= 1 2(1) +1 ≡ 3 mod 10 3 ≡ 3 mod 10 A
solution
x= 2 2(2) +1 ≢ 3 mod 10 5 ≢ 3 mod 10 Not a
solution
x=3 2(3) +1 ≢ 3 mod 10 7 ≢ 3 mod 10 Not a
solution
x=4 2(4) +1 ≢ 3 mod 10 9 ≢ 3 mod 10 Not a
solution
x=5 2(5) +1 ≢ 3 mod 10 11 ≢ 3 mod 10 Not a
solution
x=6 2(6) +1 ≡ 3 mod 10 13 ≡ 3 mod 10 A
solution
x=7 2(7) +1 ≢ 3 mod 10 15 ≢ 3 mod 10 Not a
solution
x=8 2(8) +1 ≢ 3 mod 10 17 ≢ 3 mod 10 Not a
solution
x=9 2(9) +1 ≢ 3 mod 10 19 ≢ 3 mod 10 Not a
solution

Therefore, x = 1, x = 6 are solution in the congruence equation 2x +1 ≡ 3

mod 10
Arithmetic Operations Modulo n
Arithmetic modulo n, where n is a natural number, uses a variation of the
standard rules of arithmetic we have used before. Perform the arithmetic
operation and then divide by the modulus. The answer is the remainder. Thus,
the result of an arithmetic operation mod n is always a whole number less than
n.

1. Addition

a. Evaluate: (23 +38) mod 12

Solution
Add 23 + 38 to produce 61. Then divide the sum by the modulus, 12, the
answer is the remainder, so its 61 divided by 12 which gives as a quotient of 5
and a remainder of 1.

(23 + 38) 61
= = 5, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 1,
12 12
(23 +38) mod 12 = 1

Therefore, 1 is the answer.

b. Evaluate: (51 + 72) mod 3

Solution
Add 51 + 72 to produce 123. Then divide by the modulus, 3, the answer is the
remainder, so its 123 divided by 3 which gives a quotient of 41 and a remainder
of 0.

(51 + 72) 123

3 = = 61, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 0,
3

(51 + 72) mod 3=0

Therefore 0 is the answer.

c. Evaluate: (9+ 15) mod 7

Solution
Add 9 + 15 to produce 24. Then divide by the modulus, 7, the answer is the
remainder, so its 24 divided by 7 which gives a quotient of 3 and a remainder of
3.

(9 + 15)
= 3, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 3,
24
=
7 7

(9+15) mod 7 = 3

Therefore 3 is the answer.

2. Subtraction
a. Evaluate: (33 – 16) mod 6
Solution
Subtract 33- 16 = 17. The result is positive. Divide the difference by the
modulus,6. The answer is the remainder, so its 17 divided by 6 which gives
as quotient of 2 and a remainder of 5.

(33 − 16) 17
= = 2, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 5,
6 6

(33 – 16) mod 6 = 5

Therefore 5 is the answer.

b. Evaluate: (25-10) mod 4

Solution
Subtract 25- 10 = 15. The result is positive. Divide the difference by the
modulus,4. The answer is the remainder, so its 15 divided by 4 which gives
as quotient of 3 and a remainder of 3.
(25 − 10) 15
= = 3, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 3,
4 4

(25-10) mod 4 = 3
 Therefore 3 is the answer.

c. Evaluate (14 – 27) mod 5

Solution

Subtract 14 – 27 = -13. Because the answer is negative, we must find x so

−𝟏𝟑−𝒙
that -13 ≡ x mod 5. Thus, we must find x so that the value of =
𝟓
−(𝟏𝟑+𝒙)
is an integer.
𝟓
x −(𝟏𝟑+𝒙)
𝟓
x=0
−(𝟏𝟑+𝟎) −𝟏𝟑
𝟓 = 𝟓 = −𝟐. 𝟔
x=1
−(𝟏𝟑+𝟏) −𝟏𝟒
𝟓 = 𝟓 = −𝟐. 𝟖
x=2
−(𝟏𝟑+𝟐) −𝟏𝟓
𝟓 = 𝟓 = −𝟑

Trying the whole number values of x less than 5, modulus, we find that
when
x = 2, −13−2 or −(13+2) = −15 = -3, -3 is an integer.
5 5 5
(14 – 27) mod 5 ≡ 2 or 2 ≡ (14 – 27) mod 5

Therefore, 2 is the answer.

3. Multiplication

a. Evaluate (15 x 23) mod 11

Solution
Find the Product 15 x 23 and then divide by the modulus 11. The answer is the
remainder, so the product of 15 and 23 is 345 and divide it by 11 the quotient
is 31 and a remainder of 4

345
(1 𝑥 23) = = 31, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 4,
5 11
(15 x 23) mod 11 = 4

Therefore, 4 is the answer.

 b. Evaluate: (33 x 41) mod 17

Solution
Find the Product 33 x 41 and then divide by the modulus 17. The answer is the
remainder, so the product of 33 and 41 is 1353 and divide it by 17 the
quotient is 79 and a remainder of 10

(33 𝑥 41) 1353

= = 79, 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 10,
17 17

(33 x 41) mod 17 = 10

Therefore 10 is the answer.

 Using/Applying Knowledge (Application/Integration)

Many clocks have the familiar 12-hour design. We designate whether the time is
before noon or after noon by using the abbreviations A.M. and P.M. A reference to 7:00
A.M. means 7 hours after 12:00 midnight; a reference to 7:00 P.M. means 7 hours after
12:00 noon. In both cases, once 12 is reached on the clock, we begin again with 1.

If we want to determine a time in the future or in the past, it is necessary to

consider whether we have passed 12 o’clock. To determine the time 8 hours after 3
o’clock, we add 3 and 8. Because we did not pass 12 o’clock, the time is 11 o’clock.
However, to determine the time 8 hours after 9 o’clock, we must take into consideration
that once we have passed 12 o’clock, we begin again with 1. Therefore, 8 hours after 9
o’clock is 5 o’clock.

We use the symbol ⊕ to denote addition on a 12-hour clock. Using this notation,

1. 3 ⨁ 8 = 11 2. 9 ⨁ 8 = 5

We can also perform the subtraction on a 12-hour clock. If the time now is 10
o’clock, then 7 hours ago the time was 3 o’clock, which is the difference between 10 and
7 (10 − 7 = 3). However, if the time now is 3 o’clock, then we see that 7 hours ago it
was 8 o’clock. If we use the symbol ⊝ to denote subtraction on a 12-hour clock, we can
write.

1.
10 ⊝ 7 = 3 2. 3 ⊝ 7 = 8

Try This on your Notebook: Evaluate the following, where ⊕ and ⊝ indicate addition
and subtraction, respectively on a 12-hour clock.

1. 3 ⊕ 12 6. 8 ⊝ 11
2. 8⊕7 7. 2 ⊝ 7
3. 5⊕9 8. 5 ⊝ 10
4. 6⊕4 9. 1 ⊝ 9
5. 9 ⊕ 11 10. 11 ⊝ 6
 A similar example involves day-of-the-week arithmetic. If we associate each day of
the week with a number shown below, then 6 days after Friday is Thursday and 16 days
after Monday is Wednesday. In symbols, we write

Monday – 1 Wednesday – 3 Friday – 5 Sunday – 7

Tuesday – 2 Thursday – 4 Saturday – 6

a. 5 ⊞ 6 = 4 b. 1 ⊞ 16 = 3

Note: We are using ⊞ for days-of-the-week arithmetic to differentiate from the ⊕

symbol for clock arithmetic.

Another way to determine the day of the week is to note that when the sum 5 + 6 =
11 is divided by 7, the number of days in a week, the remainder is 4, the number
associated with Thursday. When 1 + 16 = 17 is divided by 7, the remainder is 3,
associated with Wednesday. This works because the days of the week repeat every 7
days.

The same method can be applied to 12-hour-clock arithmetic. From 8 + 7 = 15 is

divided by 12, the number of hours on a 12-hour clock, the remainder is 3, the time 7
hours after 8 o’clock.

Situations such as these that repeat in cycles are represented mathematically by

using modular arithmetic, or arithmetic modulo n.
 Upgrading Competence and Expanding Insights (Enrichment)

Computing the Day of the Week

A function that is related to the modulo function is called the floor function. In the
modulo function, we determine the remainder when one number is divided by another.
In the floor function, we determine the quotient (and ignore the remainder) when one
number is divided by another. The symbol for the floor function is ⌊ ⌋. Here are some
examples.
2 10 17 2
⌊ ⌋=0 ⌊ ⌋=5 ⌊ ⌋=8 ⌊ ⌋=1
3 2 2 √2

Using the floor function, we can write a formula that gives the day of the week for any
date on the Gregorian calendar. The formula, known as Zeller’s congruence, is given by

13𝑚 − 𝑦 𝑐
𝑥 = (⌊ ⌋ + ⌊ ⌋ + ⌋ + 𝑑 + 𝑦 − 2𝑐) 𝑚𝑜𝑑 7
1 4 4
⌊
5
Where:

𝑑 – day of the month

𝑚 – the month using 1 for March, 2 for April, … , 10 for December, January and
February are assigned the values 11 and 12, respectively.

𝑦 – the last two digits of the year if the month is March through December, if the
month is January of February, 𝑦 is the last two digits of the year minus 1

𝑐 – the first two digits of the year

𝑥 – the day of the week (using 0 for Sunday, 1 for Monday, … , 6 for Saturday)

For example, to determine the day of the week on 𝐽𝑢𝑙𝑦 4, 1776, we have 𝑐 = 17, 𝑦
= 76, 𝑚 = 5, 𝑑 = 4. Usingthese values, we can calculate 𝑥.

13(5) − 76 17
1 ⌋+ ⌋ + 4 + 76 − 2(17)) 𝑚𝑜𝑑 7
𝑥 = (⌊ ⌋+ 4
5 ⌊ ⌊4

= (12 + 19 + 4 + 4 + 76 − 34) 𝑚𝑜𝑑 7

= (81) 𝑚𝑜𝑑 7 = 4

Therefore, 𝐽𝑢𝑙𝑦 4, 1776, was Thursday.

 ACTIVITY IN CHAPTER 3

Direction: Solve the following activities below in a whole pad of paper. Use extra sheet if
necessary. Take A Photo of your work and attached your answer in the lms under
ACTIVITY: MODULAR ARITHMETIC.

Or you may send it to my email: jayron.delrosario@antiquespride.edu.ph

Activity A

Answer the following questions this will be your stepping stone in understanding
ACTIVITY B:
the concepts of modular Arithmetic.
1. Determine the day of the week on which you were born.
1. If
2. today is Friday,
Determine the day of the week on which Abraham Lincoln’s birthday (February
12) will fall in 2155.
3. a. What day
Determine theofday
theofweek will it on
the week be which
25 days from now?
January 1, 2050, will fall.
4. b. What day
Determine theofday
theofweek was iton
the week 32which
days Valentine’s
ago? Day (February 14) 1950 fell.

2. If today is Wednesday,

a. What day of the week will it be 115 days from now?

b. What day of the week was it 81 days ago?

3. Valentine’s Day (February 14) fell on a Tuesday in 2006. On what day of

the week will Valentine’s Day fall in 2020?