Number+Sense

return HOME] Share rich **NUMBER SENSE AND NUMERATION** problems with the group. For each problem you post, please include: - the appropriate grade level(s) - source of the problem

METRE STICK ACTIVITY If the length of a metre stick represents a billion, where is a million? Where is a trillion? //Junior/Intermediate, First Steps Math//

DITCH DIGGERS Two ditch diggers were working together to dig a ditch. One of them was much faster than the other, but they were both being paid the same rate of $10 per hour. Together, they finished digging the ditch in 6 hours, but the faster digger could have dug the whole thing in 10 hours. - Would it be cheaper or more expensive to have the faster ditch-digger do the whole thing alone? Explain. - If their two rates of pay were different, what would be a fair rate for each of the diggers? Consider the total expense as well as the individual rate of pay. Explain. //Junior/Intermediate, Unknown//

BOOK PROBLEM Dan is reading page 246 in a book. He still needs to read 127 more pages. Is it true that Dan is reading a 373-page book? Solve this problem in two different ways. Show your work. //Primary, Unknown//

WHAT NUMBER? What is the greatest six-digit even number that matches these clues? - The ten thousands digit is twice the tens digit. - The hundred thousands digit is more than six. - The thousands digit is divisible by the ones digit. - No digit is used more than once. //Junior, Nelson Mathematics 6//

RACHAEL THE TYPIST Rachael types 85 words each minute. She was typed 1 000 000 words. If she types for 6 hours each day, for about how many days has she typed? //Junior, Nelson Mathematics 6//

NEWSPAPER FRACTIONS Given a newspaper page, determine what fraction of it is made up of advertisements. (An estimate is okay.)

THE GREAT LOCKER PROBLEM In a middle school, there is a row of 100 closed lockers numbered 1 to 100. A students goes through the row and opens every locker. A second student goes through the row and for every second locker, closes it. A third student goes through the row and for every third locker, closes it if it is open and opens it if it is closed. A fourth student does the same thing for every fourth locker, a fifth student for every fifth locker, and so on, all the way to the 100th locker. The goal of the problem is to determine which lockers will be open at the end of the process. - Which lockers remain open after the 100th student has passed? - If there were 500 students and 500 lockers, which lockers remain open after the 500th student has passed? 1000 students and 1000 lockers? - What is the rule for any number of students and lockers? - Which lockers were touched by only two students? by only three students? How do you know? - Which students touched both lockers 36 and 48? //Junior/Intermediate, Connected Mathematics: Primetime: Factors and Multiples, Pearson/Prentice Hall//