수팡이가 자신만만하게 앞으로 나섰습니다.

“제가 해 볼게요. 아까 셸신이가 ‘묶어서 세기’를 이용해서 23 을 이렇게 표현했었죠.”

\[\cancel{||||}\ \cancel{||||}\ ||| \\ \cancel{||||}\ \cancel{||||}\]

표시하기도 쉽고 알아보기도 쉬웠어요. 그런데 수가 더욱 커지 면 이것도 불편하기는 마찬가지예요. 예를 들어 304를 나타내려 면 $\cancel{||||}$ 이 60개가 있어야 하죠. 이 숫자를 알아보는 것은 여전히

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Diagram: Tally Mark Representation and Character Reaction

A large rectangular area (resembling a whiteboard or blackboard) is filled with numerous tally marks, demonstrating the difficulty of recognizing large numbers when represented this way. The background of this area is yellow. The tally marks are arranged in 6 rows:

• Rows 1 through 5 each contain 12 groups of five tally marks ($\cancel{

  }$).

• Row 6 contains 11 groups of five tally marks ($\cancel{||||}$) followed by three individual tally marks ($|||$). In total, this represents $(5 \times 12 + 11) \times 5 + 3 = 71 \times 5 + 3 = 355 + 3 = 358$ individual counts.

To the right of this tally mark display, a cartoon character is depicted.

• The character, with brown hair and wearing a light blue shirt and dark blue pants, is shown with a distressed expression, pointing towards the tally marks with both hands.
• A speech bubble above the character’s head contains the text: 허걱!
• A thought bubble originating from the character’s head contains the text: 묶어서 세기도 숫자가 커지니까 알아보기가 결코 쉽지 않네. (Even with grouping, if the number gets big, it’s really not easy to recognize.)

On the bottom-left of the diagram, a potted plant with three red flowers is shown on a desk.

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두 번째 수업