| Students often use numbers that they really | | | | 0,000 |
| cannot visualize what they are talking about. One | | | | One tredecillion----------- |
| day in class I heard a child tell another that he did | | | | 0,000,000 |
| not have one chance in a centillion to get a 100%. | | | | One quattuordecillion---- |
| Where did that come from? Where did they ever | | | | 0,000,000,000 |
| even hear this word? Many children have heard | | | | One quindecillion-------- |
| the word googol because of the internet, but not | | | | 0,000,000,000,000 |
| centillion. When I tried to explain how much a | | | | One |
| centillion was the child just gave me a blank stare. | | | | 0,000,000,000,000,000,000,000,000,000 |
| That child does not really realize how many zeros | | | | One |
| that is. The problem with this is that even adults | | | | ,000,000,000,000, |
| have no idea how to visualize this number. Just to | | | | 000,000,000,000,000,000 |
| write the number takes a lot of space and time. | | | | One |
| You have probably never written this number | | | | 00,000,000,000, |
| because it is a waste of your time. This article is | | | | 000,000,000,000,000,000,000 |
| to just give you an idea of how large that | | | | One |
| number really is on the written page. So here is a | | | | 00,000,000,000, |
| little visualizing on some of the numbers that we | | | | 000,000,000,000,000,000,000,000 |
| use. The national debt may seem large, but just | | | | One |
| be glad that it is not running in the centillion arena. | | | | 00,000,000,000, |
| Sometimes saying the name of a number is not | | | | 000,000,000,000,000,000,000,000,000 |
| very impressive, but when you look at it, it | | | | One |
| seems overwhelming. Here is a look at some of | | | | 0,000,000,000, |
| those numbers. | | | | 000,000,000,000,000,000,000,000,000,000,000 |
| Such as one million--------1,000,000 | | | | 000,000,000,000,000,000,000,000,000,000,000, |
| One billion------------------1,000,000,000 | | | | One |
| One trillion------------------1,000,000,000,000 | | | | 000,000,000,000, |
| One quadrillion-------------1,000,000,000,000,000 | | | | 000,000,000,000,000,000,000,000,000,000,000, |
| One quintillion--------------1,000,000,000,000,000,000 | | | | 000,000,000,000,000,000,000,000,000,000,000, |
| One | | | | 000,000,000,000,000,000,000,000,000,000,000, |
| sextillion---------------1,000,000,000,000,000,000,000 | | | | 000,000,000,000,000,000,000,000,000,000,000, |
| One | | | | 000,000,000,000,000,000,000,000,000,000,000, |
| 00 | | | | 000,000,000,000,000,000,000,000,000,000,000, |
| One | | | | 000,000,000,000,000,000,000,000,000,000,000, |
| 00,000 | | | | 000,000,000,000,000,000,000,000,000,000,000, |
| One | | | | 000 |
| 00,000,000 | | | | Now, next time your teenager asks to take the |
| One | | | | car to take all his friends to the mall and you say |
| 00,000,000,000 | | | | "Not one chance in a centillion" you will be able to |
| One undecillion------------ | | | | visualize what you are really saying. Or maybe |
| 0 | | | | better yet let him see it and he'll realize what you |
| One duodecillion---------- | | | | are really saying. "No! |