When in the World, Do As the Romans –
Grade Three
Ohio Standards
Connection
Foreign Language
Communication
Benchmark G
Decode words, phrases and
sentences using knowledge
of letter/symbol-sound
correspondences and
contextual cues.
Indicator 8
Identify the meaning of
unfamiliar words using
decoding skills (e.g.,
prefixes and suffixes,
compounds, knowledge of
word families).
Cultures
Benchmark D
Identify distinctive
contributions made by
people in the target culture.
Indicator 7
Identify some major
contributions from the
target culture (e.g., in
science medicine, fashion).
Lesson Summary: Novice Level Proficiency
Students will use cardinal numerals one through 10 and be
introduced to the Roman numerals one through 10. They
will have an opportunity to identify Roman numerals in
their world, explore the use of Roman numerals through
simple math problems and use the prefixes which come from
cardinal numbers to decode unfamiliar Latin and English
words. Furthermore, students will communicate in simple
Latin sentences, answer simple Latin questions and follow
simple Latin commands.
Estimated Duration: Three hours
The foreign language academic content standards were
written with the assumption that elementary programs meet
for 90 minutes per week and that secondary programs meet
the equivalent of 50 minutes per day throughout the year.
Time and intensity do matter, and programs that meet for
fewer minutes/less often will need more time to review
previously introduced material before moving forward.
Commentary:
From the writer: People around the world see Roman
numerals all the time and are generally unaware of them as
a 2,000-year-old contribution from the Roman world. With
a basic knowledge of Latin prefixes, students can easily
decode many English and Latin words related to the
cardinal numbers for which these Roman numerals stand.
From the field: Overall, the activities here are stimulating,
fun and challenging. It would be a joy to teach from this
lesson.
Pre-Assessment:
Part One - Prefixes
 Distribute Attachment A, A Little Bit of Latin Goes a
Long Way. Have students work alone or in pairs
matching the English words from the left column with
the best definitions from the right column.
 Verify that students can decode the meanings of the
English words by using the numeral prefixes. Note
which words or prefixes are problematic. These should
be targeted for future instruction.
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When in the World, Do As the Romans –
Grade Three
Part Two – Roman Numerals
 List several Roman numerals on the board such as, X, XXVIII and MMIV. Ask students
what these Roman numerals mean. Ask where they have seen any other numerals like these.
Possible answers include: on clocks, in advertisements about the Olympic Games, in
commercials for the Super Bowl and in books.
 Ask questions to discover if students are aware that Roman numerals are a 2,000-year-old
contribution from ancient Roman culture.
Scoring Guidelines:
Part One
 If you use Pre-Assessment A, A Little Bit of Latin Goes a Long Way, as an individual task,
the following scale is suggested:
9-10 points
exceeds expectations
5-8 points
meets expectations
0-4 points
below expectations
 If you use the task as a pair activity, your observation will be the basis for assessing students’
background knowledge.
Part Two
 This activity is not formally scored.
Following the Pre-Assessments, adjust the scope and sequence of the lesson based on student
responses.
Post-Assessment:
Part One
 Throughout this lesson, ask students to collect examples of Roman numerals from their
world. Place a piece of butcher paper on a bulletin board and have each student post five
examples of Roman numerals they find. Have students list both the Roman numeral and the
place where they found the examples. For example, on a clock – XII, in an ad for the
Olympics – XXVII or in the prologue of a book – iii. These examples will become a
classroom graffiti wall of Roman numerals.
Part Two
 Use Attachment B, Let Us Live and Let Us Love. Students will read and demonstrate
comprehension of a Catullus poem by answering questions based on excerpts from the poem.
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When in the World, Do As the Romans –
Grade Three
Scoring Guidelines:
Part One
 Assign one point for each contribution to the Roman numeral class mural. The highest
possible score is five.
Part Two
 Score the poem interpretation as follows. The highest possible score is six:
5 or 6
points
You are a real ace!
4 points
You are a budding ace!
3 points
You are an ace in training!
1 or 2 points
You need to review basic Roman numerals.
Instructional Procedures:
Day One
1. Administer the Pre-Assessments.
2. Adjust the focus of the lesson based on results.
3. For homework, ask students to start looking for their five examples of Roman numerals to
post on the graffiti wall.
Day Two
3. Write the Roman numerals one through 10 on the board and next to them the cardinal
numbers:
I
unus
II
duo
III
tres
IV
quattuor
V
quinque
VI
sex
VII
septem
VIII
octo
IX
novem
X
decem
4. Point to each Roman numeral and cardinal number pair and have students repeat them after
you.
5. Randomly hold up visuals on which you have written Roman numerals from one to 10. Ask
the class, “quot sunt?” (What is this?) Students, in unison, are to respond, in Latin, with the
correct cardinal number.
6. Call on students to offer English words with similar prefixes and meanings. You may want to
have a student helper record these words on the board or on a piece of newsprint to be used
later.
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When in the World, Do As the Romans –
Grade Three
Instructional Tip:
Limit the list to two English words per number for this exercise. Unus may elicit numerous
cognates from students, but a more challenging word such as quinque might frustrate students if
there no limit is given. Some words which students may suggest are:
unus –
unicorn, university
duo –
dual, duplicity
tres –
tripod, triangle
quattuor –
quarter, quadrilateral
quinque –
quintet, quintuplets
sex –
sextet, sextuplets
septem –
September, septuagenarian
novem –
November, nonagon
decem –
decimal, decimate
7. Divide students into pairs and have them write down as many words as they can that begin
with the numeral prefixes in a set amount of time. When time is called, combine two sets of
partners to compare lists. If a word exists on both papers, that word is crossed off. The team
left with the most words at the end wins. Imaginary or created words in English do not count.
You may want to give prizes or bonus points for the team that can correctly define the
winning words.
Instructional Tip:
If you have access to a classroom set of dictionaries, you may modify this activity into a
dictionary drill. In this version of the activity, teams are given dictionaries and are challenged to
find as many words as they can within a certain time limit.
6.
Remind students to look for examples of Roman numerals and to bring them in to post on
the graffiti wall. Students should mark their names on the back of each item.
Day Three
7. Have students sit in a circle. Roll a numbered cube and say, “quot sunt?” The student to the
right of you says, “sunt…” and gives the Latin word for the cardinal number representing the
number of dots on the top of the cube. If this response is correct, then he or she rolls the cube
and says, “quot sunt?” to the student on his or her right. That next student then responds,
“sunt…” and gives the Latin word for the cardinal number representing the number of dots
on the top of the cube for this roll. If the response is incorrect, the cube roll goes to the left.
The game is over when the cube makes one complete circle to the right of the teacher.
8. Distribute Attachment C, Lovin’ Latin. Guide students through a discussion of how they
would decode the English words from the left column to correctly select the definition from
the right column. Have them complete the activity individually or in pairs. When reviewing
the correct responses, have them defend their answers by recalling the cardinal numbers they
have been learning.
9. Close class by teaching students the song “unus, duo, tres amici” (one, two, three friends) to
the tune of “One Little, Two Little, Three Little Indians.”
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When in the World, Do As the Romans –
Grade Three
unus, duo, tres amici
quattuor, quinque, sex amici
septem, octo, novem amici
et decem amici.
one, two, three friends
four, five, six friends
seven, eight, nine friends
and ten friends.
Instructional Tips:
 You can sing this song as a round. Consider using props too. These props can be as simple as
having students hold up the papers with the appropriate Roman numeral when the cardinal
number is sung.
 Use this activity at Parents’ Night to show off your students’ Latin prowess.
10. Remind students to look for examples of Roman numerals to post on the graffiti wall.
Day Four
11. Begin class by singing “ unus, duo, tres amici,” as a quick numeral review.
12. Introduce this next activity called “quot stellae sunt in caelo?” (How many stars are there in
the sky?) This is a listening activity. Each student will need a piece of paper. You will state a
series of ten pairs of questions and answers regarding the number of stars in the sky. Students
will draw the numbers of stars said in the answer. Pause between question-answer pairs to
give students enough time to draw the number of stars. Here is an example script:
 Begin the activity by saying,“scribete numeros ex una ad decem in vestris chartis” (Write
the numbers from one to 10 on your paper.) Have students write using Roman numerals.
You may wish to model these instructions on the board or on a piece of paper.
 Hold up one finger and say, “quot stellae sunt in caelo? in caelo sunt tres stellae.” (How
many stars are in the sky? There are three stars in the sky.) Pause, allowing students time
to draw three stars next to the number one on their papers.
 Next hold up two fingers and say: “duo: quot stellae sunt in caelo? in caelo sunt septem
stellae.” (Number two: How many stars are there in the sky? There are seven stars in the
sky.) Students should draw seven stars next to the number two on their papers.
 Hold up three fingers and say: “tres: quot stellas sunt in caelo? in caelo est unus stella.”
(Number three: How many stars are there in the sky? There is one star in the sky.)
Students should draw one star next to the number three on their papers.
 Continue in the same manner with numbers four through 10, varying the number of stars
given as the answers.
 Have students check their own answers. You may wish to award each child a star sticker
for a job well done.
13. Distribute Attachment D, Roamin’ Numerals. These simple problems use only addition and
subtraction with numbers one through 10. Roman numerals do not lend themselves to twodigit math or multiplication and division. Have students work the problems in class or for
homework, if time is running short.
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When in the World, Do As the Romans –
Grade Three
Day Five
Instructional Tip:
Prior to today’s instruction, you will need to prepare the following items:
 Plastic baggies filled with stick pretzels or toothpicks, each student will receive one baggie;
 Two envelopes that correspond to Attachment E, Create-A-Word: one labeled PREFIX, the
other labeled BASE. Put the prefixes un-, du-, tri-, quart-, quin-, sex-, sept-, octo-, nov- and
dec- in the envelope labeled PREFIX. Place four cards on which you have written -angle, gon (side), -ped (foot), and -cycle (wheel) in the envelope labeled BASE.
14. Review the answers to Attachment D, Roamin’ Numerals, as a class or in pairs. Ask each
student to share his or her responses to the bonus question with the class.
15. Distribute a plastic baggie to each student. Call out several Roman numerals between one
and 10. Have students take their pretzels or toothpicks and create Roman numerals.
16. Provide two envelopes that correspond to Attachment E, Create-A-Word.
 Have several students take turns selecting one card from each of the envelopes. Have
them say their new words aloud and then define them.
 Give each student a copy of Attachment E, Create-A-Word. Have students create new
words using the listed prefix and base words.
 When all have finished, have each student select one of the new words he or she created.
Have students write this new word and create logical definitions on the bottom of a piece
of paper. On the top, have students illustrate their new words. If time is short, assign the
illustrations for homework.
Instructional Tip:
The finished pages can be laminated together as a classroom dictionary, displayed in the room,
bound for the library or showcased as part of a bulletin board for Parents’ Night.
17. Remind students that they must bring in their five examples of Roman numerals for
the next class.
18. Close class by having students line up to head for their next class. Say to each, “vale,
discipula(e)” (Goodbye, student). Each student then responds, “vale, Magistra. da mihi duo
basia, si placet!” (Goodbye teacher. Give me two candy kisses, please.) If you are using star
stickers as the reward, have students say, “vale, Magistra. da mihi unam stella, si placet!”
(Goodbye teacher. Give me a star, please.) Hand the student the candy or a sticker. Students
each reply, “gratias tibi ago” (Thank you).
Instructional Tips:
 This is an excellent way to implicitly teach imperatives and the dative, as well as the cardinal
numbers.
 It also prepares students to understand the word basia from the Catullus poem that will be
used in the Post-Assessment.
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When in the World, Do As the Romans –
Grade Three
Day Six
19. Review several create-a-word illustrations and definitions. Have a few students
stand, show their illustrations and explain their words. Collect papers to score later.
 In scoring, see if students are able to decode new words which may even be nonsensical,
but are still based on the cardinal prefixes. Such decoding skills are invaluable when
students encounter words which are beyond their grade level in reading. The ability to
dissect and to decode words into smaller meaningful parts is critical for deeper reading
comprehension.
 Students should be able to define their words using the prefix and the base and make a
definition which follows a logical word construction format.
 Score students’ definitions based on the accuracy of the picture according to the
combination of the prefix and the base. For example:
3 points
correct illustration of prefix and base
2 points
correct illustration of prefix or base
1 points
neither prefix nor base is correct
20. Administer the Post-Assessment, Attachment B, Let Us Live and Let Us Love. Have students
translate excerpts from this authentic Latin poem dating back from over 2,000 years ago.
Once students have translated the poem, have them complete the math problems to
demonstrate their comprehension of the text. Collect their work.
21. Collect student examples of Roman numerals in the world. Score quickly, awarding five to
no points. Have students post their examples on the graffiti wall row by row.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs; to help all learners either meet the intent
of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified
indicator(s).
 For students who may be having difficulty coming up with English words that contain
cardinal prefixes on their own, supply them with an English dictionary. Show them the entry
of a word which cites the etymological derivation. Have students use the dictionary to find a
fewer number of words.
 For the student who exceeds the standard, the same approach is applicable. Supply the
student with an English dictionary, explain how words are cited with the etymological
derivation and challenge students to find a greater number of words.
 If students are having some difficulty with Roman numerals, make flash cards with the
Roman numeral on one side and the cardinal number on the other.
 For students who grasp Roman numerals from one to 10, Roman numerals for the numbers
10 to 100, 500 and 1000 could be introduced.
Extensions:
 Have students collect samples of Roman numerals and make a collage.
 Have students make Roman numerals for the face of the classroom clock or the classroom
door.
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When in the World, Do As the Romans –
Grade Three

Have students create simple math problems in addition and subtraction. Then exchange
papers and solve each other’s math problems.
Home Connections:
 Have parents assist students in finding examples of Roman numerals in the home, such as on
clocks, on watches, in newspapers, in prologues of books and in copyrights of movies. Ask
students to keep a log of these examples.
 Have students teach the song “ unus, duo, tres amici” to family members.
Interdisciplinary Connections:
Mathematics
Number, Number Sense and Operations Standard
Benchmark A
Use place value structure of base-ten number system to read, write, represent and compare whole
numbers and decimals.
Indicator 12
Add and subtract whole numbers with and without regrouping.
Materials and Resources:
The inclusion of specific resources in any lesson should not be interpreted as an endorsement of
that particular resource or its contents by the Ohio Department of Education. Please note that
information published on the Internet changes over time and that links may no longer contain the
specific information related to a given lesson. Therefore, teachers are advised to preview all
sites before using them with students.
Note: Some Web sites contain material that is protected by copyright. Teachers should ensure
that any use of material from the Web does not infringe upon the content owner's copyright.
For the teacher:
For the student:
paper, markers, baggies of stick pretzels or toothpicks, index cards,
pictures of animals or items, English dictionary, deck of cards, bag of
candy kisses, star stickers, numbered cubes, envelopes, newsprint or
butcher paper
pencils or pens, paper
Vocabulary and Structures:
Vocabulary
 caelum
sky
 decem
ten
 duo
two
 quattuor
four
 quinque
five
 octo
eight
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When in the World, Do As the Romans –
Grade Three






novem
septem
sex
stella
tres
unus
Structures
 est
 gratias tibi ago
 habeo
 in pictura
 quot sunt
 si placet
 sunt
 tange
nine
seven
six
star
three
one
is, there is
thank you
I have
in the picture
how many
please
are, there are
touch
Technology Connections:
 Take digital pictures of students holding up posters of Roman numerals. Display them.
 Record students singing “unus, duo, tres amici” song and share with others.
 Give students the option of researching more uses of Roman numerals through Web sites.
Use keywords such as: Roman numeral, date conversion, Roman calculator and ancient
mathematicians.
Research Connections:
Curtain, Helena and Carol Ann Pesola. Languages and Children: Making the Match, New
York, NY: Longman Publishing Group, 1994.
The integration of subject content and academic skills with a language in use and culture is
a positive step toward meeting the goals of both the language and content teaching. This
may include: Mathematical representations, counting, comparing quantities, graphing data.
Morris, S. Viae Novae: New Techniques in Latin Teaching, London: Hulton, 1968.
Any language, modern or classical, is learned and spoken by the young when they are
engaged in an activity and have something to say.
Learning a foreign language, even one used 2,000 years ago is merely learning to
communicate one’s own ideas. Teachers must use situations which allow children to have a
need to communicate and they will use the language. Latin is not about drill and translation;
it is about thought.
9
When in the World, Do As the Romans –
Grade Three
Schulz, R. Personalizing Foreign Language Instruction: Learning Styles and Teaching
Options, Skokie, IL: National Textbook Company, 1977.
Studies have shown that Latin as a foreign language has a special appeal, because it lends
itself to English vocabulary examination and helps with reading, language arts, and social
studies goals; yet it maintains the unique characteristics of foreign language instruction.
Shrum, Judith and Eileen Glisan. Teacher’s Handbook: Contextualized Language Instruction.
Boston, MA: Heinle and Heinle Thomas Learning, 2000.
Opportunities must be provided for students to practice using the language in a range of
contexts likely to be encountered in the target language.
Trauptman, J. Conversational Latin for Oral Proficiency Wauconda, IL: Bolchazy-Carducci,
1996.
In conversational Latin, meaningful and realistic communication is the aim and goal.
Accuracy comes with practice.
General Tips:
 This lesson assumes that students are used to listening to and responding to Latin questions.
 This is fun to do before or after a holiday.
 Given the fact that Roman numerals are so common, this lesson can be easily adapted to
energize another lesson on animals or family members. Following a unit on the family, to
review and connect, you could have students count members in their family or draw a certain
number of animals.
Attachments:
Attachment A, A Little Bit of Latin Goes A Long Way
Attachment B, Let Us Live and Let Us Love
Attachment C, Lovin’ Latin
Attachment D, Roamin’ Numerals
Attachment E, Create-A-Word
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When in the World, Do As the Romans –
Grade Three
Attachment A
A Little Bit of Latin Goes a Long Way
Nomen _______________________
Look at the words in the left column. By carefully considering the meaning of the
prefix in bold print, choose the best definition of that word from the list of
definitions in the right column. Write the letter of your answer in the blank to the
left of the number. Each word will be used once, but only once. Bona fortuna!
_____ 1. unicorn
A. a battle between two people
_____ 2. quarter
B. a three-legged stand
_____ 3. sextet
C. a group of five musicians
_____ 4. octopus
D. an eight footed sea creature
_____ 5. dual
E. ninth month in the Roman calendar
_____ 6. quintet
F. a one-horned animal
_____ 7. septennial
G. a group of six musicians
_____ 8. tripod
H. a number system with base of 10
_____ 9. November
I. occurring every seven years
_____ 10.decimal system
J. .25 or 1/4th of a dollar
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When in the World, Do As the Romans –
Grade Three
Attachment A (Continued)
A Little Bit of Latin Goes a Long Way - KEY
Nomen _______________________
Look at the words in the left column. By carefully considering the meaning of the
prefix in bold print, choose the best definition of that word from the list of
definitions in the right column. Write the letter of your answer in the blank to the
left of the number. Each word will be used once, but only once. Bona fortuna!
___F__ 1. unicorn
A. a battle between two people
___J__ 2. quarter
B. a three-legged stand
___G__ 3. sextet
C. a group of five musicians
___D__ 4. octopus
D. an eight footed sea creature
___A__ 5. dual
E. ninth month in the Roman calendar
___C__ 6. quintet
F. a one-horned animal
___I__ 7. septennial
G. a group of six musicians
___B__ 8. tripod
H. a number system with base of 10
___E__ 9. November
I. occurring every seven years
___H__ 10.decimal system
J. .25 or 1/4th of a dollar
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When in the World, Do As the Romans –
Grade Three
Attachment B
Let Us Live and Let Us Love
This is an excerpt from a poem written by a young man named Catullus. He was a poet who
lived a long time ago in ancient Rome. He was a young man who was very much in love. He
wrote this poem to his girlfriend in which he listed the number of kisses he wanted to give her.
Can you read the poem in Latin and solve the math problems below?
1. Da mi basia mille, deinde centum.
2. Dein mille, altera, deinde secunda centum.
3. Deinde usque altera mille, deinde centum.
1.
In the first line of the poem, how many kisses does the poet want to give his girl friend?
2. How many does he want to give her in the second line?
3. How many does he want to give her in the third line?
4. How many HUNDRED kisses total does he want to give her?
5. How many THOUSAND total does he want to give her?
6.
How many kisses does he want to give her all together?
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When in the World, Do As the Romans –
Grade Three
Attachment B
Let Us Live and Let Us Love - KEY
1. Da mi basia mille, deinde centum.
(Give to me kisses 1000 then 100)
2. Dein mille, altera, deinde secunda centum.
(Then 1000 another then second 100)
3. Deinde usque altera mille, deinde centum.
(Then another 1000 then 100)
1. In the first sentence, he wants to give her 1,100 kisses.
2. In the second sentence, he wants to give her 1,100.
3. In line three, it is still 1,100 kisses he wants to give her.
4. The poet wants to give her 300 kisses.
5. He wants to give her 3,000 kisses.
6. As a total, he wants to give 3,300 kisses to his girlfriend.
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When in the World, Do As the Romans –
Grade Three
Attachment C
Lovin’ Latin
Nomen ____________________
The words on the left all have a Latin prefix. Can you figure them out and correctly
match them to their meanings on the column on the right? Each definition is used
once and only once. Bona fortuna!
_____ 1. triceratops
A. having five leaves
_____ 2. sexagenarian
B. an idea commonly held by all
_____ 3. septilateral
C. 1/10 of a gram
_____ 4. octagonal
D. a person between the ages 60 and 70
_____ 5. universal
E. having eight sides
_____ 6. nonuple
F. seven sided
_____ 7. duplicitous
G. a three-horned dinosaur
_____ 8. quartan
H. multiplied by nine
_____ 9. decigram
I. being two-faced
_____ 10. quinquefoliate
J. occurring every fourth day
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When in the World, Do As the Romans –
Grade Three
Attachment C (Continued)
Lovin’ Latin - KEY
Nomen __________________
The words on the left all have a Latin prefix. Can you figure out them out and
correctly match them to their meanings on the column on the right? Each definition
is used once and only once. Bona fortuna!
__G__
1. triceratops
A. having five leaves
__D__
2. sexagenarian
B. an idea commonly held by all
__F__
3. septilateral
C. 1/10 of a gram
__E__
4. octagonal
D. a person between the ages 60 through 70
__B__
5. universal
E. having eight sides
__H__
6. nonuple
F. seven sided
__I__
7. duplicitous
G. a three-horned dinosaur
__J__
8. quartan
H. multiplied by nine
__C__
9. decigram
__A__
10. quinquefoliate
I. being two-faced
J. occurring every fourth day
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When in the World, Do As the Romans –
Grade Three
Attachment D
Roamin’ Numerals
Nomen________________
Addition
VI
+ IV
II
+III
VIII
+ II
V
+II
IV
+ III
VI
-IV
VIII
-V
V
-III
IX
-VI
Subtraction
X
-VIII
Bonus:
Why is doing math problems difficult using Roman numerals?
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When in the World, Do As the Romans –
Grade Three
Attachment D (Continued)
Roamin’ Numerals- KEY
Nomen________________
Addition
VI(6)
+IV(4)
X(10)
II(2)
+III(3)
V(5)
VIII(8)
+II (2)
X(10)
V(5)
+II(2)
VII(7)
IV(4)
+III(3)
VII(7)
VIII(8)
-V(5)
III(3)
V(5)
-III(3)
II(2)
IX(9)
-VII(7)
II(2)
Subtraction
X(10)
-VIII(8)
II (2)
VI(6)
-IV(4)
II(2)
Bonus: Answers vary by student.
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When in the World, Do As the Romans –
Grade Three
Attachment E
Create-A-Word
Nomen ____________________
Make new words for each PREFIX and BASE listed.
PREFIX
UN-
DU-
TRI-
QUART-
QUIN-
SEX-
SEPTEM-
OCTO-
NOVEM-
DECEM-
BASE
-ANGLE
-GON
-PED
-CYCLE
19