Math Problem Statement

What number am I?

Clues

I have six digits.

The value of my tens is 6 x 10.

I have fewer than 5 hundreds but more than 2 hundreds

I have 3 more ten thousands than I have tens

The digit in my hundred thousands place is 3 times the digit in my hundreds place.

The value of my thousands is 10 times as much as the value of my hundreds.

My ones digit can be represented by a single ones block.

Solution

Let's break down the clues step by step to determine the number.

Clue 1: I have six digits.

  • The number is six digits long, so it is in the form: ______\_ \_ \_ \_ \_ \_.

Clue 2: The value of my tens is 6 x 10.

  • This means the value in the tens place is 60, so the digit in the tens place is 6.

____6_\_ \_ \_ \_ 6 \_

Clue 3: I have fewer than 5 hundreds but more than 2 hundreds.

  • The hundreds digit is between 3 and 4 (inclusive). So the digit in the hundreds place is either 3 or 4.

___3/46_\_ \_ \_ 3/4 6 \_

Clue 4: I have 3 more ten thousands than I have tens.

  • The tens digit is 6 (from Clue 2). So the ten thousands digit must be 6 + 3 = 9.

_9_3/46_\_ 9 \_ 3/4 6 \_

Clue 5: The digit in my hundred thousands place is 3 times the digit in my hundreds place.

  • If the hundreds digit is 3, then the hundred thousands digit must be 3 × 3 = 9.
  • If the hundreds digit is 4, then the hundred thousands digit must be 3 × 4 = 12, but this is impossible since a digit must be between 0 and 9.
  • Therefore, the hundreds digit must be 3, and the hundred thousands digit is 9.

99_36_9 9 \_ 3 6 \_

Clue 6: The value of my thousands is 10 times as much as the value of my hundreds.

  • The value in the hundreds place is 3, so the value in the thousands place must be 30, meaning the thousands digit is 0.

99036_9 9 0 3 6 \_

Clue 7: My ones digit can be represented by a single ones block.

  • This means the ones digit is 1.

9903619 9 0 3 6 1

Final Answer:

The number is 990361.

Would you like further details or have any questions?

Here are 5 related questions:

  1. How would the problem change if the tens digit were different?
  2. What would happen if the thousands digit had a different relation to the hundreds?
  3. Can a similar puzzle be made with a five-digit number?
  4. What role does place value play in constructing such problems?
  5. How would this puzzle change if it had a seven-digit number?

Tip: Always start by solving constraints that provide direct values first, like specific digits mentioned.

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Math Problem Analysis

Mathematical Concepts

Place Value
Basic Arithmetic
Logical Reasoning

Formulas

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Theorems

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Suitable Grade Level

Grades 5-7