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A million, a billion and a trillion !

These days, we read so much about government programs costing
billions and that the national debt exceeds $3 trillion!
I have difficulty comprehending just how much a billion or a trillion
dollars is.
Here are some examples,
showing the difference in a million, a billion and a trillion dollars.

If you began to count dollar bills at the rate of one a second,
it would take you "only" 11.57 days to count to $1 million.
At that same rate,
it would take you 31.69 years to count to $1 billion.
And at that same rate of one dollar per second,
it would take 31,688, years to count to $1 trillion.

Number Circles
Each student is given a 3x5 card. On one side of the card is a number equation. This can be adding, subtracting, multiplication, division, factors,or any mathematical process. On the back of the card is an answer.
The answer IS NOT the answer to the equation on the other side of the card. One student says the answer on his card.
The student who has the card with that equation stands next to the student who has the answer. Students should end up standing in a closed circle.
*Collect and redistribute the cards. this can be done many times.
*Have students work as a group of 3 to make a new set of cards. Discuss the best way to do this and emphasize the problems need to link so a circle will form.

Challenge Your Students

Do you see a pattern in this series of numbers ?

8, 5, 4, 9, 1,7, 6, 3, 2, 0

ANSWER:
The digits are in alphabetical order:
eight, five, four, nine, seven, six, three, two, zero.

Write the day of the month on the board.
May 4
Use 4.
What equals 4?
2 step problem-2+2=4 / 2x2=4 / 8-4=4
3 step problem using 2 processes- (2x5)-6=4
And so on....
Remember to tell them PARENTHESIS say DO ME FIRST
Use all-addition, subtraction, multiplication, division
Have students write their problems and then share by writing on the board.
There are many ways to arrive at 4 for the answer! See how many students
can come up with!

Name 10 body parts that have 3 letters.

ANSWER:
arm, leg, ear, eye, lip, rib, toe, jaw, hip, gum
(few people get more than 7 )

Have students write numbers- telephone, zip code, math problems-
in Roman numerals.

Great Resources !

The Math Teacher's Book of Lists

The Elementary Math Teacher's Book of Lists: With Ready-To-Use Patterns and Worksheets

MATH STARTERS
A starter gets the class going!
Double It
Begin with one, double it, double it again and so on. How many numbers in this sequence can you write down before the register has been called? 1, 2, 4, 8, 16 ...
Number Spiders
Some spiders are drawn on the board before pupils enter the room. Number in the middle is the table you are practicing. Either the operation on the leg or the answer in the foot is given. Pupils have ten minutes to complete the spiders in their exercise books
Who am I?
Give three facts or properties of a number e.g. the smallest, odd prime number. Pupils write down the answers.
Snail trails
Numbers 1-9 in a grid, in any order. Give a target for the total of the trail e.g. 25. How many trails can you find with this total? Making 1-20 Pupils use only one number e.g. 2 and any operations to produce the numbers 1 - 20 OR Pupils use at least one operation and numbers from a given set e.g. 1-5, pupils produce the numbers 1 - 20
Multiplication Grids
Fill in the missing numbers in the multiplication grids.
Guess My Number
Generate a random number on a calculator and multiply it by 1000. Teacher places restrictions on how they describe each digit or the whole number e.g. relate to 5x table or only use relative to prime numbers. e.g. 58 1st digit = 3rd prime number 2nd digit = 4th prime number +1 Countdown (as in TV programed) 30 number cards needed 1-20, 50, 100 and 8 other "random" numbers Cards shuffled + 6 pupils choose a number. These are put/written on board. Pupil generates a random number on a calculator Pupils have to attempt to make that number using + - ¸ x (or as close as possible) Each of the 6 numbers can only be used once.
Grid Lines
A grid is drawn on the board (can be a hundred square or similar). A set of number cards is shuffled. Pupils in two or three teams with a team leader. Team leaders pick two cards from the pack and using the four rules make a number from the grid which is crossed out. First team to get 3 (or 4) numbers in a line (any direction) is the winner. If answer is wrong miss a go. Ladders Each pupil draws ten boxes in the form of a ladder. Teacher throws two die numbered 0 to 9 which generates a 2 digit number. Pupils have to decide which position to write the number such that the larger numbers are above smaller numbers. Pupils are out when they cannot write a number in the correct space in the ladder. The range of numbers generated can be adapted to include negative numbers.
Number Hangman
Teacher (or pupil) writes the blanks for a sum on the board e.g. _ _ _ _ _ = _ _ Pupils guess symbols and numbers that go in the spaces. Wrong answers, draw parts of hangman. Just a minute All pupils stand up and close their eyes. They sit down after they think one minute has passed. OR Teacher stands up with pupils watching then sits down after a period of time (37 seconds say). Pupils all estimate how many seconds the teacher was standing. Estimates could be collected together to consider the range, mean median etc. 23 or bust Pupils take turns to move a single counter around the pentagon. Pupils keep a running total of the game (not just their own total) and the winner is the one who can achieve a predetermined total (23 say). To go over that total is to go bust! Practices basic addition and subtraction similar to Black Jack.
Cross Numbers
Just like crosswords but with numbers instead of words Out of the Hat Cards numbered 0 è 9 are put into a hat or similar. As a number is picked out of the hat pupils decide which of the squares they will place that number. The idea is to make the total 120 - nearest wins.
Blockbusters
A game for two pupils using a Blockbusters grid, 2 dice and counters. Roll the dice then add, divide, multiply or subtract to get an available number on the grid. One pupil tries to link top to bottom of grid while the other pupil tries to link the left hand side to the right. Number Robots
e.g. and Think Big Teacher decides on a table to practice. Pupils take it in turns to give multiples of the required number. Encourage them to thing in hundreds, thousands, millions and billions.
People Numbers
Ten pupils are each given a large card with a number 0 - 9 on. The class call out numbers and the ten pupils at the front have to form that number so that it reads correctly to the class. Encourage applause for correct answers/challenges.
Number Chains
Each pupils is given a card. On one side of the card is a sum and on the back of the card is an answer. The answer must not be the answer of the sum on the same card. One pupil says the answer on their card. The pupil who has the card with that sum on stands next to them then calls out their answer. Pupils should all end up standing in a closed chain. Following this pupils working in small groups can make another set of "Number chain" cards devising their own sums and answers. 100 Words Using A=1, B=2, C=3 etc. convert the letters in a word to numbers and find the word total; e.g. CAT = 3 + 1 + 20 = 24. Find a word that totals 100 (or any other total). (Possible answers Telephone, Excellent, Telescope, Squares, Numeracy) Extension.... even numbers count as positive numbers, odd numbers count as negative. Could extend to multiplication. May choose to use calculators.
Digit String
E.g. 2 2 2 2 2 = 4 (two ways) 2 2 2 2 2 = 2 (sixteen ways) Insert operations to make the answer correct..

MORE
http://atschool.eduweb.co.uk/ufa10/starters.htm

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