Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Count the Digits

Age 5 to 11
Challenge Level Yellow star
Primary curriculum
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

Count the Digits printable sheet

We can do all sorts of things with numbers - add, subtract, multiply, divide, ...

Most of us start with counting when we are very little. We usually count things, objects, people, etc. In this activity we are going to count the number of digits that are the same.
 
There are a couple of rules about the number we start with:
Rule 1 - The starting number has to have just three different digits chosen from $1, 2, 3, 4$.
Rule 2 - The starting number must have four digits - thousands, hundreds, tens and ones.
For example, we could choose $2124$ or $1124$.  
 
When we've got our starting number we'll do some counting. Here is an example.
 
Starting Number:

4 1 3 4

We will count in order the number of $1$s, then the number of $2$s, then $3$s and lastly $4$s, and write it down as shown here.

4 1 3 4        
1 1 1 3 2 4    
3 1 1 2 1 3 1 4
4 1 1 2 2 3 1 4
3 1 2 2 1 3 2 4

The first count gave one $1$, one $3$ and two $4$s.
We have continued this underneath, so the third line shows that the line above had three $1$s, one $2$, one $3$ and one $4$.
The fourth line counts the digits in the line above it, giving four $1$s, one $2$, two $3$s and one $4$.

And so it goes on until... until when?

 

Your challenge is to start with other four-digit numbers which satisfy the two rules and count the digits the way we did in the picture above.
What do you notice?

What happens if you have five digits in the starting number instead?  
 

 

Related Collections

You may also like

Three Squares

What is the greatest number of squares you can make by overlapping three squares?

Two Dice

Find all the numbers that can be made by adding the dots on two dice.

Biscuit Decorations

Andrew decorated 20 biscuits to take to a party. He lined them up and put icing on every second biscuit and different decorations on other biscuits. How many biscuits weren't decorated?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo