{"id":729,"date":"2021-06-29T15:45:45","date_gmt":"2021-06-29T15:45:45","guid":{"rendered":"http:\/\/ds-wordpress.haverford.edu\/ticha-resources\/modules\/?post_type=chapter&p=729"},"modified":"2021-11-23T20:21:16","modified_gmt":"2021-11-23T20:21:16","slug":"numbers-answer-key","status":"publish","type":"chapter","link":"https:\/\/ds-archive.haverford.edu\/ticha-resources\/modules\/chapter\/numbers-answer-key\/","title":{"raw":"Answer Key: Numbers","rendered":"Answer Key: Numbers"},"content":{"raw":"
<\/div>\r\n
This sample answer key corresponds to the Numbers<\/a> chapter. Keep in mind, in most cases, there may be more than one way to answer a question.<\/div>\r\n

\"\"<\/h3>\r\n
\r\n

Exercise 2.1<\/p>\r\n\r\n<\/header>\r\n

(a) Transcribe (i.e. write out) what you see in Figure 2.\r\n(b) Compare your transcription with a classmate\u2019s.<\/div>\r\n<\/div>\r\nVNo. T\u01d2bi.vel.ch\u00e4ga. 1\r\n\r\nDos. T\u01d2pa.l.cato. 2\r\n\r\nTres. Ch\u01d2na.l.c\u00e4yo. 3\r\n\r\nQuatro. T\u00e4pa.l.t\u01cea. 4\r\n\r\n \r\n
\r\n

Exercise 2.2<\/p>\r\n\r\n<\/header>\r\n

Look at lines three and four on your own now.\u00a0 Are there any printing conventions that remain unclear?<\/div>\r\n<\/div>\r\nPossible answers may include periods between the words, accent marks, or ornate lettering.\r\n\r\n \r\n
\r\n

Exercise 4.1<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nYour turn!\u00a0 Each of the following numbers is already split into parts for you. Figure out the composition of each number, then explain how they mean what they mean.\r\n\r\n<\/div>\r\n<\/div>\r\n16. chino-bi-tobi<\/strong>\r\n\r\nFifteen-and-one = 15+1 = 16\r\n\r\n \r\n\r\n17. chino-bi-topa<\/strong>\r\n\r\nFifteen-and-two = 15+2 = 17\r\n\r\nor chino-bi-cato<\/strong>\r\n\r\nFifteen-and-two(set B) = 15+2 = 17\r\n\r\nor ce-chona qui-zaha calle<\/strong>\r\n\r\nAnother three will walk to twenty = 3 more until 20 = 20-3 = 17\r\n\r\n \r\n\r\n18. chino-bi-chona<\/strong>\r\n\r\nFifteen-and-three = 15+3 = 18\r\n\r\nor ce-topa calle<\/strong>\r\n\r\nAnother two until twenty= 20-2 = 18\r\n\r\nor ce-topa qui-zaha calle<\/strong>\r\n\r\nAnother two will walk to twenty= 2 more until 20= 20-2= 18\r\n\r\n \r\n\r\n19. chino-bi-tapa<\/strong>\r\n\r\nFifteen-and-four = 15+4= 19\r\n\r\nor ce-tobi calle<\/strong>\r\n\r\nAnother one until twenty = 20-1 = 19\r\n\r\nor ce-tobi qui-zaha calle<\/strong>\r\n\r\nAnother one will walk to twenty = 1 more until 20 = 20-1 = 19\r\n\r\n \r\n\r\n20. calle<\/strong>\r\n\r\nTwenty\r\n\r\n \r\n\r\n21. calle-bi-tobi<\/strong>\r\n\r\nTwenty-and-one = 20+1= 21\r\n\r\n \r\n\r\n22. calle-bi-topa<\/strong>\r\n\r\nTwenty-and-two = 20+2= 22\r\n\r\nor calle-bi-cato<\/strong>\r\n\r\nTwenty-and-two(set B)= 20+2= 22\r\n\r\n \r\n\r\n23. calle-bi-chona<\/strong>\r\n\r\nTwenty-and-three= 20+3= 23\r\n\r\nor calle-bi-cayo<\/strong>\r\n\r\nTwenty-and-three(set B)= 20+3= 23\r\n\r\n \r\n\r\n24. calle-bi-tapa<\/strong>\r\n\r\nTwenty-and-four= 20+4= 24\r\n\r\n \r\n\r\n25. calle-bi-cayo<\/strong>\r\n\r\nTwenty-and-five= 20+5= 25\r\n\r\n \r\n\r\n26. calle-bi-xopa<\/strong>\r\n\r\nTwenty-and-six = 20+6= 26\r\n\r\n \r\n\r\n27. calle-bi-cache<\/strong>\r\n\r\nTwenty-and-seven= 20+7= 27\r\n\r\n \r\n\r\n28. calle-bi-xono<\/strong>\r\n\r\nTwenty-and-eight= 20+8= 28\r\n\r\n \r\n\r\n29. calle-bi-ga<\/strong>\r\n\r\nTwenty-and-nine= 20+9= 29\r\n\r\n \r\n\r\n30. calle-bi-chij<\/strong>\r\n\r\nTwenty-and-ten= 20+10= 30\r\n\r\n \r\n
\r\n

Exercise 4.2<\/p>\r\n\r\n<\/header>\r\n

What do you notice about the way that these numbers are built up?\u00a0 In what ways is it similar to English and other languages you know?\u00a0 In what ways is it different?<\/div>\r\n<\/div>\r\nZapotec seems to use 15 and 20 as anchor numbers (base 15 or 20). English and Spanish use 10 as an anchor number (base 10), counting how many after multiples of ten each number is. All of these languages seem to use multiples of 5 as their bases, most likely due to the number of fingers we have, but the difference is which multiple of 5 is used. Answers will vary.\r\n\r\n \r\n
\r\n

Exercise 4.3<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nReady for a challenge?\u00a0 In the numbers below you\u2019ll notice that there are no hyphens that divide the words into their meaningful parts.\u00a0 This time, figure out what the parts are and analyze them as you did in Exercise 4.1. (While we stop here at 24,000, the Zapotec number system could be used to count higher, of course! There is no reason it couldn\u2019t continue to count infinitely high.)\r\n\r\n<\/div>\r\n<\/div>\r\n31. callebichijbitobi<\/strong>\r\n\r\ncalle-bi-chij-bi-tobi\r\n\r\ntwenty-and-ten-and-one (20+10+1= 31)\r\n\r\n \r\n\r\n32. callebichijbitopa<\/strong>\r\n\r\ncalle-bi-chij-bi-topa\r\n\r\ntwenty-and-ten-and-two (20+10+2= 32)\r\n\r\n \r\n\r\n33. callebichijbichona<\/strong>\r\n\r\ncalle-bi-chij-bi-chona\r\n\r\ntwenty-and-ten-and-three (20+10+3= 33)\r\n\r\n \r\n\r\n35. callebichino<\/strong>\r\n\r\ncalle-bi-chino\r\n\r\nTwenty-and-fifteen ((20+15= 35)\r\n\r\n \r\n\r\n40. toua<\/strong>\r\n\r\nForty\r\n\r\n \r\n\r\n41. touabitobi<\/strong>\r\n\r\ntoua-bi-tobi= Forty-and-one= 40+1= 41\r\n\r\n \r\n\r\n50. touabichij<\/strong>\r\n\r\nToua-bi-chi= forty-and-ten= 40+10= 50\r\n\r\n \r\n\r\n51. touabichijbitobi<\/strong>\r\n\r\ntoua-bi-chij-bi-tobi= forty-and-ten-and-one= 40+10+1= 51\r\n\r\n \r\n\r\n60. cayona<\/strong>\r\n\r\nSixty\r\n\r\n \r\n\r\n100. cayoa<\/strong>\r\n\r\nOne hundred\r\n\r\n \r\n\r\n120. xopalalle<\/strong>\r\n\r\nxopa-lalle= six-twenty= 6x20= 120\r\n\r\n \r\n\r\n130. xopalallebichij<\/strong>\r\n\r\nxopa-lalle-bi-chij= six-twenty-and-ten= 6x20+10= 130\r\n\r\n \r\n\r\n140. cachelalle<\/strong>\r\n\r\ncache-lalle= seven-twenty- 7x20= 140\r\n\r\n \r\n\r\n200. chija<\/strong>\r\n\r\nTwo-hundred\r\n\r\n \r\n\r\n400. tobiela<\/strong>\r\n\r\ntobi-ela= one-four hundred= 1x400= 400\r\n\r\n \r\n\r\n500. tobiela cayoa<\/strong>\r\nTobi-ela cayoa= four hundred one hundred= 400+100= 500\r\n\r\n \r\n\r\n600. tobiela chija<\/strong>\r\n\r\nFour hundred two hundred= 400+200= 600\r\n\r\n \r\n\r\n800. topaela<\/strong>\r\n\r\ntopa-ela= two-four hundred- 2x400= 800\r\n\r\n \r\n\r\n1000. catoela chija<\/strong>\r\n\r\ncato-ela chija= two(set B)-four hundred two-hundred= 2x400+200= 1000\r\n\r\n \r\n\r\n1600. tapaela<\/strong>\r\n\r\ntapa-ela= four-four hundred= 4x400= 1600\r\n\r\n \r\n\r\n2000. cayoela<\/strong>\r\n\r\ncayo-ela= five-four hundred= 5x400= 2000\r\n\r\n \r\n\r\n4000. chijela<\/strong>\r\n\r\nchij-ela= ten-four hundred= 10*400= 4000\r\n\r\n \r\n\r\n8000. chaga\u00e7oti or tobi\u00e7oti<\/strong>\r\n\r\nchaga-\u00e7oti= one(set B)-eight thousand= 1x8000=8000\r\n\r\ntobi-\u00e7oti= one(set A)-eight thousand= 1x8000=8000\r\n\r\n \r\n\r\n24000. chona\u00e7oti<\/strong>\r\n\r\nchona-\u00e7oti= three-eight thousand= 3x8000=24000\r\n\r\n \r\n
\r\n

Exercise 4.4<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nExplain how the phrase tapa ella chela cayona bixopa<\/em> means '1666'. Some words may be spelled slightly differently than you saw above!\r\n\r\n(This number appears in the first couple lines of a bill of sale written in San Miguel Etla in 1666. You can see the images here: https:\/\/ticha.haverford.edu\/en\/texts\/SME666\/<\/a>.)\r\n\r\n<\/div>\r\n<\/div>\r\nTapa ella chela cayona bixopa\r\n\r\n4 \u00a0 \u00a0 \u00a0 400 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 60 \u00a0 \u00a0 \u00a0 \u00a0 and 6\r\n\r\ntapa ella chela cayona bi-xopa=\r\n\r\nfour-four hundred sixty-and-six= 4x400+60+6= 1666\r\n\r\n \r\n
\r\n

Exercise 4.5<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nReady for a challenge?\u00a0 Based on the pattern you figured out in Exercises 4.1, 4.3, and 4.4, how do you think you would say the following numbers in Colonial Valley Zapotec?\r\n\r\n<\/div>\r\n<\/div>\r\n74<\/strong>\r\n\r\ncayonabichijbitapa= 60+10+4= 74\r\n\r\n \r\n\r\n86<\/strong>\r\n\r\ncayonabicallebixopa\r\n\r\n \r\n\r\n97<\/strong>\r\n\r\ncechona quizaha cayoa= 3 will walk to 100= 100-3= 97\r\n\r\n \r\n\r\n124<\/strong>\r\n\r\nCayoa callebitapa\r\n\r\n \r\n\r\n136<\/strong>\r\n\r\nCayoa callebichijbixopa\r\n\r\n \r\n\r\n402<\/strong>\r\n\r\ntobielabitopa= 400+2= 402\r\n\r\n \r\n
\r\n

Exercise 5.1<\/p>\r\n\r\n<\/header>\r\n

Can you figure out the bases used to count in Zapotec? Hint: there are three bases! One used for 10-14, another for 15-19, and another for 20 and above!<\/div>\r\n<\/div>\r\n10-14: base 10\r\n\r\n15-19: base 15\r\n\r\n20+: base 20\r\n\r\n \r\n
\r\n

Exercise 5.2<\/p>\r\n\r\n<\/header>\r\n

Do some research on the Mesoamerican representation of numbers using bars and dots. Does this system reflect the structure of the number system and the bases as you analyzed in Exercise 5.1?\u00a0 If so, how?<\/div>\r\n<\/div>\r\nThe Mayan number system used dots and bars. It is base 20, similar to some numbers in the Zapotec number system. These dots and bars (5 dots equals one bar) are combined in ways similar to the Zapotec numerical system,\u00a0 where they add numbers to the bases to make a larger number. So you could have a number like 425, and the bars would be stacked on top of each other, the top being the 400s place (so one dot) the middle being the 20s place (one dot) and the bottom being the 1s place, so a bar (equaling 5).\r\n\r\n \r\n
\r\n

Exercise 6.1<\/p>\r\n\r\n<\/header>\r\n

What similarities and differences do you notice between numbers written in the colonial period and how they sound today?<\/div>\r\n<\/div>\r\nAlthough similarities can be seen, in today\u2019s spoken version, vowels at the end are almost always omitted, and \u2018bi\u2019, which in the Colonial written version was used as \u2018and\u2019 is not used in the modern version. The numbers seemed to have changed by losing the vowels at the end and having a more drawn out sound in the middle. Also instead of calle (or starting with a c) these numbers start with a g, so this can show us the spelling and pronunciation of the word for 20 has changed. Answers may vary.\r\n\r\n \r\n
\r\n
\r\n

Exercise 6.2 How does it work in your language?<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nWhat are the numbers like in your language? What similarities and differences do you notice between the numbers in your language and the numbers in Colonial Valley Zapotec?\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\nAnswers may vary based on language. Possible answers may talk about bases and how numbers are constructed.\r\n\r\nIn English, higher numbers are made up of parts similar to Colonial Valley Zapotec. However, the English number system is based on multiples of 10, while this version of Zapotec uses 20 as the base number.\r\n\r\n \r\n
\r\n

Exercise 6.3<\/p>\r\n\r\n<\/header>\r\n

Search the internet for more examples of Zapotec counting. Compare them to the numbers in Tlacochahuaya Zapotec.<\/div>\r\n<\/div>\r\nIn Isthmus Zapotec, the names of the numbers themselves are very similar to Colonial Valley Zapotec, with some variation. Additionally, 20 is used as a base number, with forty being two times twenty, sixty being three times 20, and so on. This is the same as Colonial Valley Zapotec. There are differences between the spelling between the variants: c could be used in place of g, because they are minimal pairs (two sounds that differ by only one feature).\r\n\r\n \r\n\r\nHere are numbers in Isthmus Zapotec\r\n\r\n1 \u2013 tobi\r\n\r\n2 \u2013 chupa\r\n\r\n3 \u2013 chonna\r\n\r\n4 \u2013 tapa\r\n\r\n5 \u2013 gaayu\u2019\r\n\r\n6 \u2013 xhoopa\u2019\r\n\r\n7 \u2013 gadxe\r\n\r\n8 \u2013 xhono\r\n\r\n9 \u2013 ga\u2019\r\n\r\n10 \u2013 chii\r\n\r\n ","rendered":"
<\/div>\n
This sample answer key corresponds to the Numbers<\/a> chapter. Keep in mind, in most cases, there may be more than one way to answer a question.<\/div>\n

\"\"<\/h3>\n
\n
\n

Exercise 2.1<\/p>\n<\/header>\n

(a) Transcribe (i.e. write out) what you see in Figure 2.
\n(b) Compare your transcription with a classmate\u2019s.<\/div>\n<\/div>\n

VNo. T\u01d2bi.vel.ch\u00e4ga. 1<\/p>\n

Dos. T\u01d2pa.l.cato. 2<\/p>\n

Tres. Ch\u01d2na.l.c\u00e4yo. 3<\/p>\n

Quatro. T\u00e4pa.l.t\u01cea. 4<\/p>\n

 <\/p>\n

\n
\n

Exercise 2.2<\/p>\n<\/header>\n

Look at lines three and four on your own now.\u00a0 Are there any printing conventions that remain unclear?<\/div>\n<\/div>\n

Possible answers may include periods between the words, accent marks, or ornate lettering.<\/p>\n

 <\/p>\n

\n
\n

Exercise 4.1<\/p>\n<\/header>\n

\n

Your turn!\u00a0 Each of the following numbers is already split into parts for you. Figure out the composition of each number, then explain how they mean what they mean.<\/p>\n<\/div>\n<\/div>\n

16. chino-bi-tobi<\/strong><\/p>\n

Fifteen-and-one = 15+1 = 16<\/p>\n

 <\/p>\n

17. chino-bi-topa<\/strong><\/p>\n

Fifteen-and-two = 15+2 = 17<\/p>\n

or chino-bi-cato<\/strong><\/p>\n

Fifteen-and-two(set B) = 15+2 = 17<\/p>\n

or ce-chona qui-zaha calle<\/strong><\/p>\n

Another three will walk to twenty = 3 more until 20 = 20-3 = 17<\/p>\n

 <\/p>\n

18. chino-bi-chona<\/strong><\/p>\n

Fifteen-and-three = 15+3 = 18<\/p>\n

or ce-topa calle<\/strong><\/p>\n

Another two until twenty= 20-2 = 18<\/p>\n

or ce-topa qui-zaha calle<\/strong><\/p>\n

Another two will walk to twenty= 2 more until 20= 20-2= 18<\/p>\n

 <\/p>\n

19. chino-bi-tapa<\/strong><\/p>\n

Fifteen-and-four = 15+4= 19<\/p>\n

or ce-tobi calle<\/strong><\/p>\n

Another one until twenty = 20-1 = 19<\/p>\n

or ce-tobi qui-zaha calle<\/strong><\/p>\n

Another one will walk to twenty = 1 more until 20 = 20-1 = 19<\/p>\n

 <\/p>\n

20. calle<\/strong><\/p>\n

Twenty<\/p>\n

 <\/p>\n

21. calle-bi-tobi<\/strong><\/p>\n

Twenty-and-one = 20+1= 21<\/p>\n

 <\/p>\n

22. calle-bi-topa<\/strong><\/p>\n

Twenty-and-two = 20+2= 22<\/p>\n

or calle-bi-cato<\/strong><\/p>\n

Twenty-and-two(set B)= 20+2= 22<\/p>\n

 <\/p>\n

23. calle-bi-chona<\/strong><\/p>\n

Twenty-and-three= 20+3= 23<\/p>\n

or calle-bi-cayo<\/strong><\/p>\n

Twenty-and-three(set B)= 20+3= 23<\/p>\n

 <\/p>\n

24. calle-bi-tapa<\/strong><\/p>\n

Twenty-and-four= 20+4= 24<\/p>\n

 <\/p>\n

25. calle-bi-cayo<\/strong><\/p>\n

Twenty-and-five= 20+5= 25<\/p>\n

 <\/p>\n

26. calle-bi-xopa<\/strong><\/p>\n

Twenty-and-six = 20+6= 26<\/p>\n

 <\/p>\n

27. calle-bi-cache<\/strong><\/p>\n

Twenty-and-seven= 20+7= 27<\/p>\n

 <\/p>\n

28. calle-bi-xono<\/strong><\/p>\n

Twenty-and-eight= 20+8= 28<\/p>\n

 <\/p>\n

29. calle-bi-ga<\/strong><\/p>\n

Twenty-and-nine= 20+9= 29<\/p>\n

 <\/p>\n

30. calle-bi-chij<\/strong><\/p>\n

Twenty-and-ten= 20+10= 30<\/p>\n

 <\/p>\n

\n
\n

Exercise 4.2<\/p>\n<\/header>\n

What do you notice about the way that these numbers are built up?\u00a0 In what ways is it similar to English and other languages you know?\u00a0 In what ways is it different?<\/div>\n<\/div>\n

Zapotec seems to use 15 and 20 as anchor numbers (base 15 or 20). English and Spanish use 10 as an anchor number (base 10), counting how many after multiples of ten each number is. All of these languages seem to use multiples of 5 as their bases, most likely due to the number of fingers we have, but the difference is which multiple of 5 is used. Answers will vary.<\/p>\n

 <\/p>\n

\n
\n

Exercise 4.3<\/p>\n<\/header>\n

\n

Ready for a challenge?\u00a0 In the numbers below you\u2019ll notice that there are no hyphens that divide the words into their meaningful parts.\u00a0 This time, figure out what the parts are and analyze them as you did in Exercise 4.1. (While we stop here at 24,000, the Zapotec number system could be used to count higher, of course! There is no reason it couldn\u2019t continue to count infinitely high.)<\/p>\n<\/div>\n<\/div>\n

31. callebichijbitobi<\/strong><\/p>\n

calle-bi-chij-bi-tobi<\/p>\n

twenty-and-ten-and-one (20+10+1= 31)<\/p>\n

 <\/p>\n

32. callebichijbitopa<\/strong><\/p>\n

calle-bi-chij-bi-topa<\/p>\n

twenty-and-ten-and-two (20+10+2= 32)<\/p>\n

 <\/p>\n

33. callebichijbichona<\/strong><\/p>\n

calle-bi-chij-bi-chona<\/p>\n

twenty-and-ten-and-three (20+10+3= 33)<\/p>\n

 <\/p>\n

35. callebichino<\/strong><\/p>\n

calle-bi-chino<\/p>\n

Twenty-and-fifteen ((20+15= 35)<\/p>\n

 <\/p>\n

40. toua<\/strong><\/p>\n

Forty<\/p>\n

 <\/p>\n

41. touabitobi<\/strong><\/p>\n

toua-bi-tobi= Forty-and-one= 40+1= 41<\/p>\n

 <\/p>\n

50. touabichij<\/strong><\/p>\n

Toua-bi-chi= forty-and-ten= 40+10= 50<\/p>\n

 <\/p>\n

51. touabichijbitobi<\/strong><\/p>\n

toua-bi-chij-bi-tobi= forty-and-ten-and-one= 40+10+1= 51<\/p>\n

 <\/p>\n

60. cayona<\/strong><\/p>\n

Sixty<\/p>\n

 <\/p>\n

100. cayoa<\/strong><\/p>\n

One hundred<\/p>\n

 <\/p>\n

120. xopalalle<\/strong><\/p>\n

xopa-lalle= six-twenty= 6×20= 120<\/p>\n

 <\/p>\n

130. xopalallebichij<\/strong><\/p>\n

xopa-lalle-bi-chij= six-twenty-and-ten= 6×20+10= 130<\/p>\n

 <\/p>\n

140. cachelalle<\/strong><\/p>\n

cache-lalle= seven-twenty- 7×20= 140<\/p>\n

 <\/p>\n

200. chija<\/strong><\/p>\n

Two-hundred<\/p>\n

 <\/p>\n

400. tobiela<\/strong><\/p>\n

tobi-ela= one-four hundred= 1×400= 400<\/p>\n

 <\/p>\n

500. tobiela cayoa<\/strong>
\nTobi-ela cayoa= four hundred one hundred= 400+100= 500<\/p>\n

 <\/p>\n

600. tobiela chija<\/strong><\/p>\n

Four hundred two hundred= 400+200= 600<\/p>\n

 <\/p>\n

800. topaela<\/strong><\/p>\n

topa-ela= two-four hundred- 2×400= 800<\/p>\n

 <\/p>\n

1000. catoela chija<\/strong><\/p>\n

cato-ela chija= two(set B)-four hundred two-hundred= 2×400+200= 1000<\/p>\n

 <\/p>\n

1600. tapaela<\/strong><\/p>\n

tapa-ela= four-four hundred= 4×400= 1600<\/p>\n

 <\/p>\n

2000. cayoela<\/strong><\/p>\n

cayo-ela= five-four hundred= 5×400= 2000<\/p>\n

 <\/p>\n

4000. chijela<\/strong><\/p>\n

chij-ela= ten-four hundred= 10*400= 4000<\/p>\n

 <\/p>\n

8000. chaga\u00e7oti or tobi\u00e7oti<\/strong><\/p>\n

chaga-\u00e7oti= one(set B)-eight thousand= 1×8000=8000<\/p>\n

tobi-\u00e7oti= one(set A)-eight thousand= 1×8000=8000<\/p>\n

 <\/p>\n

24000. chona\u00e7oti<\/strong><\/p>\n

chona-\u00e7oti= three-eight thousand= 3×8000=24000<\/p>\n

 <\/p>\n

\n
\n

Exercise 4.4<\/p>\n<\/header>\n

\n

Explain how the phrase tapa ella chela cayona bixopa<\/em> means ‘1666’. Some words may be spelled slightly differently than you saw above!<\/p>\n

(This number appears in the first couple lines of a bill of sale written in San Miguel Etla in 1666. You can see the images here: https:\/\/ticha.haverford.edu\/en\/texts\/SME666\/<\/a>.)<\/p>\n<\/div>\n<\/div>\n

Tapa ella chela cayona bixopa<\/p>\n

4 \u00a0 \u00a0 \u00a0 400 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 60 \u00a0 \u00a0 \u00a0 \u00a0 and 6<\/p>\n

tapa ella chela cayona bi-xopa=<\/p>\n

four-four hundred sixty-and-six= 4×400+60+6= 1666<\/p>\n

 <\/p>\n

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\n

Exercise 4.5<\/p>\n<\/header>\n

\n

Ready for a challenge?\u00a0 Based on the pattern you figured out in Exercises 4.1, 4.3, and 4.4, how do you think you would say the following numbers in Colonial Valley Zapotec?<\/p>\n<\/div>\n<\/div>\n

74<\/strong><\/p>\n

cayonabichijbitapa= 60+10+4= 74<\/p>\n

 <\/p>\n

86<\/strong><\/p>\n

cayonabicallebixopa<\/p>\n

 <\/p>\n

97<\/strong><\/p>\n

cechona quizaha cayoa= 3 will walk to 100= 100-3= 97<\/p>\n

 <\/p>\n

124<\/strong><\/p>\n

Cayoa callebitapa<\/p>\n

 <\/p>\n

136<\/strong><\/p>\n

Cayoa callebichijbixopa<\/p>\n

 <\/p>\n

402<\/strong><\/p>\n

tobielabitopa= 400+2= 402<\/p>\n

 <\/p>\n

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\n

Exercise 5.1<\/p>\n<\/header>\n

Can you figure out the bases used to count in Zapotec? Hint: there are three bases! One used for 10-14, another for 15-19, and another for 20 and above!<\/div>\n<\/div>\n

10-14: base 10<\/p>\n

15-19: base 15<\/p>\n

20+: base 20<\/p>\n

 <\/p>\n

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\n

Exercise 5.2<\/p>\n<\/header>\n

Do some research on the Mesoamerican representation of numbers using bars and dots. Does this system reflect the structure of the number system and the bases as you analyzed in Exercise 5.1?\u00a0 If so, how?<\/div>\n<\/div>\n

The Mayan number system used dots and bars. It is base 20, similar to some numbers in the Zapotec number system. These dots and bars (5 dots equals one bar) are combined in ways similar to the Zapotec numerical system,\u00a0 where they add numbers to the bases to make a larger number. So you could have a number like 425, and the bars would be stacked on top of each other, the top being the 400s place (so one dot) the middle being the 20s place (one dot) and the bottom being the 1s place, so a bar (equaling 5).<\/p>\n

 <\/p>\n

\n
\n

Exercise 6.1<\/p>\n<\/header>\n

What similarities and differences do you notice between numbers written in the colonial period and how they sound today?<\/div>\n<\/div>\n

Although similarities can be seen, in today\u2019s spoken version, vowels at the end are almost always omitted, and \u2018bi\u2019, which in the Colonial written version was used as \u2018and\u2019 is not used in the modern version. The numbers seemed to have changed by losing the vowels at the end and having a more drawn out sound in the middle. Also instead of calle (or starting with a c) these numbers start with a g, so this can show us the spelling and pronunciation of the word for 20 has changed. Answers may vary.<\/p>\n

 <\/p>\n

\n
\n
\n

Exercise 6.2 How does it work in your language?<\/p>\n<\/header>\n

\n

What are the numbers like in your language? What similarities and differences do you notice between the numbers in your language and the numbers in Colonial Valley Zapotec?<\/p>\n<\/div>\n<\/div>\n<\/div>\n

Answers may vary based on language. Possible answers may talk about bases and how numbers are constructed.<\/p>\n

In English, higher numbers are made up of parts similar to Colonial Valley Zapotec. However, the English number system is based on multiples of 10, while this version of Zapotec uses 20 as the base number.<\/p>\n

 <\/p>\n

\n
\n

Exercise 6.3<\/p>\n<\/header>\n

Search the internet for more examples of Zapotec counting. Compare them to the numbers in Tlacochahuaya Zapotec.<\/div>\n<\/div>\n

In Isthmus Zapotec, the names of the numbers themselves are very similar to Colonial Valley Zapotec, with some variation. Additionally, 20 is used as a base number, with forty being two times twenty, sixty being three times 20, and so on. This is the same as Colonial Valley Zapotec. There are differences between the spelling between the variants: c could be used in place of g, because they are minimal pairs (two sounds that differ by only one feature).<\/p>\n

 <\/p>\n

Here are numbers in Isthmus Zapotec<\/p>\n

1 \u2013 tobi<\/p>\n

2 \u2013 chupa<\/p>\n

3 \u2013 chonna<\/p>\n

4 \u2013 tapa<\/p>\n

5 \u2013 gaayu\u2019<\/p>\n

6 \u2013 xhoopa\u2019<\/p>\n

7 \u2013 gadxe<\/p>\n

8 \u2013 xhono<\/p>\n

9 \u2013 ga\u2019<\/p>\n

10 \u2013 chii<\/p>\n

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