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Script Code v22cb06ma0101_sc

Screenplay Signed Off

Status

Title Introduction to Numbers

Grade 6

Writer Mohit Hemaprasad

TL Shalini Kumpati

SME Kunal Arora

Creative
Director [Link]@[Link]

Final Sign-off Vishnu Dev

Mini Takeaway 1. History about numbers

2. Significance of numbers

Key Takeaway 1. History about numbers

2. Significance of numbers

Research Doc Research

Pitch Doc Pitch

Word Count 853

Presenter Aashay

Characters Presenter

Locations Studio

Assets A 6th grade textbook with the grade

written in Roman numerals.
 1
FADE IN:
INT. HOME - NOON
Scene 1:
The presenter enters a room of his childhood home. There
are a few markings on the wall to his left. The camera pans
to show the markings on the wall along with heights written
in cm to the left of each marking and grades written in
roman numerals to the right of each marking. The presenter
looks at this and smiles briefly and then addresses the
audience. [ref]

PRESENTER
This place reminds me of my
childhood days.
(beat)
I wanted to become a basketball
player as a child.
(beat)
And for that I had to keep a track
of my height.
(beat)
So I kept measuring it on the wall
like this.

The presenter looks at the markings and then looks back at

the audience. [ref]

PRESENTER
And I measured my height in each
grade using this scale.

The entire scale is highlighted on cue with “Now look at

this scale,…”. [ref]

PRESENTER
Now look at this scale, there are
several markings which indicate my
height and the grade I was in, on
the right side of the scale.
(beat)
Do you notice that my height and
my grades were written using
different types of numbers?
(beat)
What are these different types of
numbers?
 2

Among the markings, the height is highlighted on cue with

“Well to know about…”. [ref]

PRESENTER
Well to know about this let’s look
at the scale first.
Scene 2:

PRESENTER
Have we seen these numbers before?

Among the markings, the height is highlighted. Label them

as “Counting Numbers” [ref]

PRESENTER
Yes, these are counting numbers.
(beat)
They come naturally when we start
counting like one, two ,three,
four and so on.

The grades written in Roman Numerals are highlighted next

on cue with “Well look at these symbols…”. [ref]

PRESENTER
Now what about these symbols on
the right side of the scale? Are
they numbers too?
(beat)
Yes! They are, and we use them
everyday.
(beat)
Where exactly?

Highlight the clock on the wall in the room. [ref]

PRESENTER
Take a look at this clock, all the
numbers on this clock are written
using some symbols.

Highlight three books on screen along with a chapter from

one of the books. [ref]

PRESENTER
 3
Some books use these symbols to
show chapter numbers.

Highlight the timetable stuck on the door in the room on

cue with “Your class time tables…” [ref]

PRESENTER
Your class time tables have the
periods written using these
symbols.

The grades written on the wall in Roman Numerals are

highlighted. [ref]

PRESENTER
So what are these symbols called?
They are called Roman numbers or
Roman numerals.
(beat)
We have counting numbers on the
scale and to the right side of the
scale, we have Roman numbers.
(beat)
Did you know that both counting
numbers and Roman numbers form
different number systems?
(beat)
But before we move ahead to learn
about different number systems,
let's understand what a number
system is.

Scene 3:
CUT TO:
FSA:
Display “Introduction to Number System”
FSA ENDS.
CUT TO:

PRESENTER
A number system or a numeral
system is a way of naming and
representing numbers using certain
rules and symbols.
 4
TOS (on cue with “A number system…”): A number system or a
numeral system is a way of naming and representing numbers
using certain rules and symbols.

PRESENTER
There are different number systems
with unique names, symbols, and
their own collection of rules.
(beat)
This is why Roman numerals and
counting numbers have different
names, symbols and rules.

Label of the counting numbers and Roman numbers changes to

“Counting Number System” and “Roman Number System”
respectively. [ref]

PRESENTER
Now let’s have a look at some of
the number systems that were used
in the ancient times.

Scene 4:
CUT TO:
FSA
A book appears on screen with its pages turning.
Display “History of Number Systems”.
FSA ENDS.
CUT TO:

INSERT MoG: the background looks like the pages of an old

history book. Show the pages flipping by and then stopping
to show a caveman.[ref]

Scene 5:
CUT TO:
FSA
A book appears on screen with its pages turning.
Display “Tally Marking System”.
FSA ENDS
CUT TO:

PRESENTER
Archeologists, and anthropologists
studied ancient civilizations.
 5
(beat)
Their findings suggest that the
first attempts to count the things
or objects were by using a tally.

The camera zooms in to show vertical markings. [ref]

PRESENTER
Some people counted the number of
new moons by making scratches on
the cave walls.

Show a farmer in the background and show a rope with knots

in it. [ref]

PRESENTER
Some of them used knots on a rope
to show the rows of corn planted.

Show a farmer, and an image of pebbles on the ground. [ref]

PRESENTER
Pebbles on sand were used to show
the number of traps set for the
fish.

Show a farmer, and an image of markings on a branch. [ref]

PRESENTER
And some of them even kept the
count of the number of new lambs
born by making marks on the
branches of a tree.
(beat)
This way of counting, using
objects or scratches, is known as
the Tally Marking System.
(beat)
With that let’s move on to another
number system: the Egyptian number
system.

Scene 6:
CUT TO:
FSA
A book appears on screen with its pages turning.
 6
Display “Egyptian Number System”.
FSA ENDS.
CUT TO:

The presenter is pushed to the right hand side of the

screen and the pages in the background flip a few times
before the setting changes to that of Egypt. [ref]

PRESENTER
Egyptians used a modified version
of the tally system based on the
number ten.
(beat)
Number one is denoted by a symbol
called staff and number ten can be
denoted by using the symbol, hock.
(beat)
That is, ten staff symbols could
be replaced by another symbol
which is a hock that denotes the
value ten.
(beat)
Similarly, ten of hocks can be
replaced with another symbol which
is a scroll.
(beat)
Where one scroll has a value of
one hundred.
(beat)
Therefore, the Egyptian number
system is also called a base ten
number system.
(beat)
Let’s look at another number
system.
(beat)
Which is the Roman number system.

Scene 7:
CUT TO:
FSA
A book appears on screen with its pages turning.
Display “Roman Number System”.
FSA ENDS.
CUT TO:
 7
PRESENTER
In the Roman number system,
the first three numbers could be
represented using the fingers on
one hand.

Show a hand representing number one with the fingers and

also show the Roman Symbol for the same number. [ref]

PRESENTER
That is: One…

Show a hand representing number two with the fingers and

also show the Roman Symbol for the same number. [ref]

PRESENTER
Two…

Show a hand representing number two with the fingers and

also show the Roman Symbol for the same number. [ref]

PRESENTER
Three…

Show an open hand with the V symbol highlighted between the

forefinger and the thumb. [ref]

PRESENTER
And the number five is represented
by the ‘V’ symbol formed by the
thumb and the forefinger of an
open hand.

Highlight the symbol ‘X’. Label it as ‘Ten’ on the Roman

tablet. [ref]

PRESENTER
Similarly, two ‘V’’s joined
together like this becomes ten
which is denoted by the symbol
‘X’.

Highlight the symbol ‘C’. Label it as ‘One Hundred’ on the

Roman tablet. [ref]

PRESENTER
 8
And, one hundred is denoted by the
symbol ‘C’

Highlight the symbol ‘L’. Label it as ‘Fifty’ on the Roman

tablet. [ref]

PRESENTER
Now fifty, which is half of one
hundred, is denoted as ‘L’, like
this.

That was interesting, right?

All the animations disappear and the presenter appears on

middle of the screen

PRESENTER
Let’s understand another number
system now: the Mayan number
system.

Scene 8:
CUT TO:
FSA
A book appears on screen with its pages turning.
Display “Mayan Number System”.
FSA ENDS.
CUT TO:

Highlight the twenty symbols on the Mayan Tablet and number

them from one to twenty. [ref] Show the Mayan symbol for
zero on cue with “They even realised…” [ref]

PRESENTER
The Mayan number system was a
little different from the Egyptian
and the Roman number system.

Display “Place Value System” on the screen to the left.

[ref]
PRESENTER
The Mayans recorded numbers using
dots and strokes. Here the number
one was represented by a dot, and
the number five was represented by
one stroke.
 9
(beat)
Using these symbols, they
constructed other numbers in their
number system.
(beat)
For instance, the number six is
represented by placing a symbol
dot which has the value one over
another symbol stroke which has
the value five as shown here.
(beat)
Let’s have a look at the
Hindu-Arabic number system now.

Scene 9:
CUT TO:
FSA
A book appears on screen with its pages turning.
Display “Hindu-Arabic Number System”.
FSA ENDS.
CUT TO:

Display “Hindu Arabic Number System” [ref]

PRESENTER
The Hindu-Arabic system of
numeration was developed in India
by the Hindu mathematicians two
thousand years ago.
(beat)
It was later introduced to
European nations by the Arab
traders about one thousand years
ago.

This is the reason we call this

number system the Hindu-Arabic
number system.
(beat)
In Hindu Arabic number system, the
ten symbols zero, one, two, three,
four, five, six, seven, eight, and
nine are used to write a number.

Each of these ten symbols is a

digit.
 10

The Hindu-Arabic number system appears on screen. Display

“Hindu Arabic Number System” [ref]

PRESENTER
Using these ten digits, we can
form all possible counting
numbers.
(beat)
By using the counting numbers, we
can count any large number of
objects for example…
(beat)
… the number of students in a
school can be represented through
numerals.
(beat)
Similarly, the number of people
attending a football match in a
stadium can be counted using
numerals.

Scene 10:
Under the Heading “Hindu-Arabic Number System”, display
“(Counting Numbers)”

PRESENTER
This Hindu Arabic number system is
the most commonly used number
system and it is more efficient
than the other number systems used
by the Egyptians, Romans and
Mayans.
(beat)
It has a place value system, where
the digits have a definite value
depending on their position in the
number.

TOS(on cue with “Now what is…”): What is a place value

system?

PRESENTER
Let's understand this by taking a
counting number, five hundred and
twenty three.
 11

TOS(on cue with “Take any counting…”):

Number: 523

Retain the above TOS. Highlight the digit ‘3’ in the

number.

PRESENTER
What is the place value of the
digit three here? It’s just three,
because it is in the ones place.

TOS(on cue with “What is the value of…”):

Value = 3

Highlight the digit ‘2’ in the number.

PRESENTER
But now what’s the place value of
digit two? Is it just two?
(beat)
No, its place value is twenty! But
why?

TOS(on cue with “No its value is…”):

Value = 20

PRESENTER
Well it’s because two is in the
tens place of the number. So its
value will be two times ten, which
is twenty.

TOS(on cue with “No its value is…”):

‘2’ is in the tens place in 1523
Value = 2 x 10 = 20

PRESENTER
Likewise five is at the hundreds
place therefore, its place value
will be five times hundred which
is five hundred.

TOS(on cue with “No its value is…”):

‘5’ is in the hundreds place in 523
Value = 5 x 100 = 500
 12

PRESENTER
We call this the place value
system.
(beat)
In a place value system, the value
represented by each digit depends
on its position in the number.

TOS(on cue with “It is a system…”): In a place value

system, the value represented by each digit depends on its
position in the number.

INSERT ENDS.

Scene 11:
PRESENTER
So that was all about the
Introduction to numbers.
(beat)
Let’s quickly go through
everything we’ve learnt today.

FSA: A black screen with Summary shown as a bullet point

appears on the screen.
● A number system or a numeral system is a way of naming
and representing numbers using certain rules.
● Counting numbers are used in everyday life as they are
required to count things, objects, and so on.
● In a place value system, the value of a digit depends
on its position in the number and the value
represented by a digit in a number, on the basis of
its position is called its place value.

PRESENTER (V.O.)
A number system or a numeral
system is a way of naming and
representing numbers by using
certain rules.
(beat)
Counting numbers are used in
everyday life as they are required
 13
to count things, objects, and so
on.
(beat)
In a place value system, the value
of a digit depends on its position
in the number. And the value
represented by a digit in a
number, on the basis of its
position is called its place
value.

FSA ENDS.

PRESENTER
Now here’s a question: Can we
compare two numbers or a group of
numbers using the Hindu-Arabic
Number System?
(beat)
To find out, stay tuned for the
next video.

FADE OUT: