1. Write a 4 digit number on the board, for example:

3067

2. Ask a volunteer to roll the two dice and write the resulting problem beside the original number. For example if the dice showed +  and 100:

   3067 + 100 =

3. Ask the students what the answer is, getting them to explain their thinking. Record the answer.

3067 + 100 = 3167

4. Roll the dice again and repeat, using the previous answer as the starting point.
   
   3067 + 100 = 3167
   3167 – 1000 = 2167
   2167 – 10 = 2157 etc.
5. Repeat the activity with a different starting number.

Extension:

Once students are familiar with this activity they can be provided with a string of numbers and asked what the dice must have rolled to come up with these answers.
For example:

4582
4482                                dice must have rolled – and 100
5482                                dice must have rolled + and 1000
5481                                dice must have rolled – and 1 etc.

Preliminary Knowledge

The students need to know 10 hundreds make 1 thousand and vice versa, and 10

thousands make 1 ten thousand and vice versa.

Using Materials

Problem: The Bank of Mathematics has run out of $1000 notes. Alison wants to

withdraw $2315 in $1, $10 and $100 dollar. How many $100 notes does she get?

Examples. Repeat for: $2601, $3190, $1555, $1209, $2001, $1222, $2081….

Using Imaging

Problem: Tickets to a concert cost $100 each. How many tickets could you buy if you  have $3215?

Write $3215 on the board. Shield 3 one thousands, 2 one hundreds, 1 ten and 5 ones.

Ask the students what you can see. Discuss how many hundred dollar notes you could  get by exchanging the thousands. Discuss which notes are irrelevant (the ten and the ones).

Shielding and Imaging only: Examples. Find the number of hundreds in:

$1608, $2897, $2782, $3519, $3091, $4000….

Using the Number Properties

Examples. Find the number of hundreds in: 3459, 8012, 9090, 6088, 3280, 5823,

7721, 2083….

Challenging examples. Find the number of hundreds in: 13 409, 28 002, 78 370, 12

088, 45 290, 82 356, 21 344….

Find the number of tens in: 3709, 8002, 8579, 5208, 4829, 82 333, 12 897, 30

897, 89 000, 50 890

1. Each student needs a gameboard and 10 transparent counters.
2. The target number needs to be up on the board (15 287).
3. The aim is be on target or as close as possible by adding all the numbers that have a counter on them at the end of 10 rolls of the dice.
4. The teacher rolls the die 10 times. Not all at once, as the students need time to keep a running total.
5. Every time the dice is rolled the students choose which number to cover. For example, if you call 5 the students elect to cover 5 or 50 or 500 or 5000.
6. They must participate in every roll of the die.
7. Counters cannot be moved once they have been placed.
8. They cannot put counters on top of each other.
9. If 0 is thrown then everyone misses a turn and the counter is put above the card so the students can keep track of how many rolls are left.
10. When finished the closest totals are put up on the board and compared.
11. Depending on the ability of the students you may need to stop after 5 rolls and let them check their totals.

This game can be played simultaneously with Level Four Target 15.287, allowing for students of a range of abilities to participate.

Acknowledgement

This game of Target has been adapted from one originally made up by a group of South Auckland teachers.