This one is definitely a hat tip to my friend Rodney and like the others it’s based on the Making Sense of Number numeracy progression for adult learners.
Practice the four basic computations, i.e. solving equations using combinations of addition, subtraction, multiplication and division.
Blank paper and pen per student or pair of learners
Three standard six-sided dice.
To knock over as many bowling pins as possible using equations made up of the same three single digits.
Be the first learner/group to knock out all 6 pins.
Ask learners to draw 6 circles (pins) in the shape of a pyramid (one at the top, two in the middle and three on the base). The tutor or trainer should draw an example on the whiteboard to illustrate.
On each pin (in each circle) each learner picks a number between 1-20 (exclusive) and writes it in the circle (pin). See illustration below for an example. You can’t repeat a number once you’ve used it.
The bowling balls used are three standard six-sided dice.
The tutor or trainer rolls the dice and writes up the three numbers that come up on the whiteboard. Alternatively, learners can form groups of three and one of them rolls the dice.
Using +, -, x and /, the students must try to knock out as many pins as they can (or alternatively choose one pin to knock out).
E.g. If the numbers 1, 6 and 2 were rolled, students could use: (2×6) + 1 to knock out pin 13 above in the top position, or (6+1) x 2 to knock out pin 14 in the bottom left position.
Each number can only be used ONCE in any equation.
Numbers can be used in ANY order in any , (e.g. 4, 6, 2 could be used as 6, 2 4, etc).
Numbers cannot be put together (e.g. 4 and 6 to make 64 or 46).
It is important that the learners record their equations so that the winners can “prove” their winning equations.
Here’s another one that’s been around for a while. Also, an old favourite.
Two regular dice.
Pen and paper for the players.
Draw or photocopy rocket grid like the one below.
Each person needs to draw their own rocket playing board on paper or use the template supplied.
The tutor then shakes the two dice and rolls them out. Only numbers between 10 and 67 are possible.
The digits on the top two faces are called out to the class.
From the digits thrown the players must make a decision…
Which two-digit number do they write in one cell in their rocket?
e.g. if 4 and 1 appear and are called out they could write one of 14 or 41?
Players record their number choice in one of the cells of the rocket in the space where they think it best fits between 10 and 67. They have to choose carefully because all their two-digit numbers must appear in order, and once their choices are written in, they cannot change their minds.
The caller does this quickly, so that players must make their selections on the spot, and cannot “hold on” to possible numbers. The first person to have five numbers in order wins.
As evidence, the winner calls out their numbers in ascending order, naming these correctly.
Throw three dice to create numbers between 667 and 111.
Use the random number function on a calculator to provide the first two digits. For example, if the random number is 0.309 you would call out 3 and 0. The limits on this could be 99 and 01. If 00 comes up, miss a turn.
You could use all three random digits depending on the students
Other dice also provide possible recording options.
Here’s all you need to know with regards to Assessment three of the NCALNE (Voc). Of course, don’t forget to refer to what’s in Module 3 and Assessment 3 in Pathways Awarua and any of our other material.