kingdomdressing | (no subject)

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[Nami is happily heading toward a place some people would probably avoid. he's going to meet with the naga Axel, toting with him a few fresh sketchbooks and a bag of small wooden blocks. the idea of being able to help someone in a way that has nothing to do with his powers is definitely something nice, and he's looking forward to being able to help his friend regardless. today it's numbers, and maybe a bit of math~.]

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[oh so he found out about the venom-spitting at some point, I see. but no, he just stirs slightly and blinks groggily at Nami.]

Ssss, I did not hear you coming. I musst have been more deeply asssleep than I thought.

[well really if a naga made actual friends with a human wouldn't he warn about the whole spitting at things when startled thing. he lowers the sketchbooks and offers a smile.]

It's alright. I can come back later if you still want to sleep, actually.

[yes probably, especially since it's not even that common for naga to be able to do it. he sits up and gets his center of gravity under him so he can rise from the hammock, stretching and yawning.]

No, it isss quite alright.

If you're sure. I brought some stuff to help teach you numbers and things, if you want.

[he shifts the books and bag almost uncertainly, like he's not sure Axel will want to after all.]

[he looks a little surprised, and then smiles, extending a hand to Nami.]

We sshould go insside, then. The cooler air will help me underssstand thingss.

[Nami brightens and will head closer, though his body language probably isn't quite as excited as his expression. oops Nobodies etc. he's still getting the hang of the whole happy thing, since all his time on his own before the DR involved being sad and alone. or something similar.]

[it's okay, he's not sad and alone anymore, right? right. Axel turns and leads the way into his den, which is in fact darker and cooler than outdoors, but not too dark to LEARN THINGS. \o/]

It isss very kind of you to do thiss. I have never had anyone offer to teacssh me before.

I've never taught before, so this is a first for both of us.

[once they're in the den, Nami will pick a nice place to set up, settling down with his sketchbooks and blocks.]

[Axel will be happy to serve as a chair if Nami wants a more comfortable place to sit than the dirt floor. otherwise he'll just be curling up behind and sort of around Nami, resting his head on his folded arms, though he immediately frees one arm to poke at the blocks curiously.]

[nah, he's fine on the ground. it's easier like this! though maybe he'll have to bring over a beanbag chair or some big pillows or something. and a low table.]

I brought those to count. They're easy to hold and easy to sort.

[for when they get to larger numbers.]

I am ssstill confusssed about "numberss". What purpossse do they sserve?

[he would be very interested in beanbag chairs, actually. they should just get a whole shitload and fill one corner of his den with them. but either way, he's draped over his own coils just to one side of Nami, so he can see whatever Nami draws or whatever.]

Numbers are a big part of human society. With them, people know how much money to use when buying something, how much of ingredients to use in recipes, how many items they have... honestly, though I have access to some memories involving school from Kai, they're not very vivid unless I go searching for them. I never went to school myself, so I didn't learn anything about numbers firsthand, and never really interacted with people enough to be able to explain it properly. I'm sure an actual teacher would be able to do it better, it's unfortunate there aren't any around.

[man he will totally go about bringing them over in groups of two until Axel has like twenty in the corner to just flop over.]

[yayyyyyy Nami is the BEST friend. and he's getting a reassuring pat on the knee, because he's awesome and Axel is glad to know him.]

You have been better at exsssplaining thingss to me than anyone elsse I have met, and that includesss anyone from my home.

[that brings a small smile to his face, one of those ones that definitely looks real and not like he's trying too hard.]

They just didn't know how to explain things right, I guess.

[yeeeee Nami smiles make him smile. but it's serious time though; he quits poking at the blocks and settles himself again so he's not sprawled every which way.]

I ssuppossse not. There wasss alsso no need for mucssh exssplaining at home. Thingss jusst were, how they had alwayss been and how everyone knew them to be. I learned by watssching, and by doing.

It's a good way to learn, but there are a lot of things, especially things humans have made, that require more than just watching.

[nodnod. he knows that much just from being around humans, even in such limited amounts before now.]

Humansss are quite complicated that way, but I do not mind. I enjoy learning about thessse more complexss things.

So I guess to start... how high can you count?

[because it may help him figure out where to begin teaching.]

[he reaches for the blocks again, counting out loud one by one as he pulls half a dozen blocks into their own pile; the words come slowly to him, with longer pauses the further away from "one" and "two" he gets. obviously these are not words he uses often, even mentally.]

They taught uss thingsss higher than that, but it wasss only oncsse, and none of uss ever had mucssh usse for the larger numberss.

Understandable. We'll work from what you know.

[he makes a few sets of ten with the blocks, lining them up neatly.]

Numbers are actually fairly easy to remember once you get the hang of it. There are really only about ten numbers, which is how many blocks are in each set. When you get higher than that, each number just uses two or more from the first set.

[he looks at the sets of blocks, touching the nearest ones and counting silently with his fingers; he makes it past six this time, slowly. apparently Nami mentioning the number ten allowed him to remember the things in between, at least partially.]

Ssso... how many combinationsss of numbersss are there?

[fyi he's imagining "a lot", as in "there sure are a lot of antelope in that migratory herd". :|b]

More than most people can actually recite. Numbers go on infinitely; there's no end to them. But you don't need to learn that many.

Why are that many necessssary? It sssoundss more complicated than it needsss to be, in my opinion.

[not that he sounds discouraged from the idea, just curious. there's a limit to how much of this his brain can handle, though; if Nami tried to explain, say, algebra to him, he'd probably just be like "oh look a squirrel!" and wander away.]

It's not really that they're necessary... it's just that they are. The words for numbers are man-made, but numbers themselves exist in everything. How many hairs are on our heads, how many scales are on your tail, how many stars there are in the sky. It's not necessary to count them, but that doesn't mean there isn't an exact number anyway.

Oh. That makesss more ssenssse. What comess after ten, then?

[here's where he'll start to get confused again; in the grand arrangement of numbers, 11-19 don't really fit the pattern.]

Well... a few of the numbers after ten don't make as much sense as the rest of them.

[he moves a block next to the group of ten, and continues to do so every time he says a new number.]

There's eleven, twelve - you can hear the 'two' in that one, at least - thirteen... fourteen... fifteen... sixteen... seventeen... eighteen... nineteen... and twenty!

...you are right, thossse do not make mucssh ssensse. What do thossse look like? I have only ssseen a few of them written, perhapsss they would be more logical that way.

[he is actually spot on with that, seeing that 11-19 are really just 10 + another number will help him immensely, although it's still two different concepts to learn at the same time.]

It definitely is.

[time to write out the numbers one to twenty so Axel can see how it works.]

[he watches as Nami writes them, comprehension dawning on his face.]

Ohhh. Yesss, that makess ssensse now. Ssso... twenty iss two of ten, sso it sstartss with a two but hasss the O from the ten?

[whoops explaining zero and why numbers increase in the number of digits as they go up may be a little more difficult. :|a]

The O is actually something called a zero. The zero on its own is the equivalent of nothing. So if you had zero of something, you wouldn't have any of it at all. But yes, that's otherwise correct.

[whaaaaaat. the comprehension gives way to a frown of concentration as he tries to wrap his head around that notion.]

...sso then the numbersss before twenty are ten plusss the other number, and then twenty iss two tenss pluss nothing elsse.

Yes, but once you've got it memorized that zeroes attach to the number after the ones that end in nine, you don't really have to think about them. After twenty, they go along in a similar way, except this time there's a two in front. The numbers are a lot easier to understand after that. Twenty-one, twenty-two, twenty-three...

[he's nodding now; this is making more sense to him!]

I ssee now. What sssort of thingss are these larger numberss ussed for, though?

People, supplies, that sort of thing. It's not as often used for things like cooking, unless you're cooking for a lot of people.

Ahh. Ssso thesse ssmaller numberss will be of more usse to me than the larger oness.

[he looks so super pleased that he's learning this stuff, you have no idea.]

Much more use, yes. I doubt you'll ever have a need for the higher numbers, actually.

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