TIII Math Lesson

Caroline Ebby, Lindsay Goldsmith-Markey

5 Place Value Riddles
Julia Miller
Commented [1]:
Meaning one ten to ten ones and ten ones to one ten?
What: Students will deepen their understanding of the base-ten system using numbers up to
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100 in terms of 10s and 1s by solving place value riddles. Students will become computationally yes, I changed this to more specific wording in my final
fluent in converting tens to ones and ones to tens. They will be able to compose and decompose Commented [2]:
two-digit numbers in terms of tens and ones with confidence. At this point in the year, students This seems like a big goal for one lesson, but you want
are able to view ten ones as a unit called a ten. They will be able to compose and decompose this to be supporting this understanding

unit flexibly and to view the numbers 11 to 99 as some tens and some ones. For example, Commented [3]:
Here you should draw on the readings on place value
students will be able to solve for 39 by calculating three 10s and nine ones. The riddles will
to talk about what understanding this requires
increase in difficulty when the problem calls for converting ones to tens. For instance, I have 23 specifically unitizingand what makes this difficult for
ones and 4 tens, who am I? Students will have to figure out how many tens and ones are in 23 some students
before adding the 4 10s.This allows development of efficient, general, base-ten methods for JULIA MILLER
addition and subtraction (Numbers and Operations in Base Ten Progression). Students work I drew on Fosnot and Dolk in my final to think this
with the base-ten system is intertwined with their work on counting and cardinality, and with through more

the meanings and properties of addition, subtraction, multiplication and division (NBT Commented [4]:
Can you explain what you mean by pre-multiplicative?
Progression). For example, the task of discovering how many tens compose the number 40 is This task could be multiplicative, it depends on how
pre-multiplicative. First grade students at Penn Alexander follow the Investigations curriculum. they sovle it (e.g., if they count by ones to make
From discussions with my classroom mentor and looking ahead in their trajectory, I know they groups, add up 4 tens, skip count, or know 40 is 4 x10)
will soon be working on addition of two-digit numbers. This is intended to be a mind-teasing JULIA MILLER
preview for the content they will soon delve into. _Marked as resolved_

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_Re-opened_
How: In order to solve riddles, students will use base-ten blocks and drawings to build and pull
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apart numbers composed of tens and ones. These riddles are intended to be genuinely it is multiplicative. OGAP goes over this as well. I
interesting and problematic. Students will feel their there is something to find out. Students will changed this to how they are thinking about in in my
final
connect prior knowledge and problem-solving skills to important mathematics (Hiebert). The
riddles will be of increasing difficulty and students will have to prove to someone else how they Commented [5]:
Its not really mind-teasing, but an important foundation
know they are correct. The goals of this lesson will be reached through a three-phase lesson for adding and subtracting multi-digit numbers.
format: launch, work and explore, debrief and wrap-up. Using the method of gradual release,
we will work as a class to solve the first riddle. I will elicit strategies from students for how they JULIA MILLER
right, I guess I was obscuring the important math by
might solve a place value riddle. My hope is that by giving the first riddle orally with adequate marketing, I changed this
think time, and the suggestion of drawing and modeling tools, students will explore multiple
Commented [6]:
pathways for conceptualizing and solving this problem. Students will use tools, including oral That they dont already know how to do and that they
language, to construct their own meaning and communicate effectively. Upon being presented dont used a learned procedure for
with second riddle, students will be able to work through the problem independently using their JULIA MILLER
choice of tools (drawings, base-ten blocks, straw bundles) and eventually be able to prove to therefore it is problematic?
their partner how they are correct. During this time, I will ask probing questions and provide Commented [7]:
support as needed. Students will carry the majority of the cognitive responsibility. In order to Great. This is better than gradual release!
debrief and wrap-up, students will create their own riddles to solve for a number composed of Commented [8]:
tens and ones and be able to present and explain it to a friend. We will discuss student strategies What tools and why? How do the tools you have
chosen help students reflect on and communicate
about the important mathematical ideas
and modes of thinking. This will further demonstrate their computational fluency using the
base-ten, place value system.

Why: I intentionally created this lesson to intrigue students and activate their personal
initiative to problem-solve in a way that is social, fun and rewarding. The concept of base ten
and place value is familiar to first graders at Penn Alexander because they review it each
morning to keep track of how many days they have been in school. They represent days with
straws and bundle them each time they have ten ones. Their primary teacher has been over the
concept of base ten with them, but believes they will find it problematic to work with the concept
outside of the calendar. My task is designed so that students have the opportunity to form their Commented [9]:
own strategies to answer the riddles and to challenge them to work with the composition of It might therefore be helpful to refer back to the straws
and the calendar when working on these problems
numbers in a new way. My hope is that it will extend their conceptual understanding of place
value and further their computational fluency. My overarching question asks how to facilitate JULIA MILLER
higher-order thinking in a way that is personally relevant to students. I hope is that asking yes

questions and allowing students to form their own strategies and prove their solutions will
create a space for students to use higher-order thinking skills. The theme of the riddle is
intended to make it playful and social, appealing to the six-year old child. As Hiebert suggests,
Students students will be asked to present their answers to their partners in order to ensure they
are reflecting on their work. Commented [10]:
And communicating?

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Base-Ten Riddles and communicating

Goals/Objectives: Students will use place value knowledge to solve increasingly difficult base-ten riddles. Commented [11]:
This is a description of the task. What is the
PA Common Core Standards: mathematical goal? What understanding will they
develop? (Draw on your what section here)
CC.2.1.1.B.2: Use place-value concepts to represent amounts of tens and ones and to compare two digit
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numbers. I changed this to: Students will work toward
CC.2.1.1.B.3: Use place-value concepts and properties of operations to add and subtract within 100. computational fluency converting ones to tens and tens
to ones. They will be able to compose and decompose
two digit number in terms of tens and ones with support
Materials and preparation: Commented [12]:
Connective Cubes Are you really having them add and subtract? You
Paper and colored pencils for drawing havent talked about that.
Possible paper to color in towers of tens and ones
Commented [13]:
:)
Straws to bundle with rubber bands
Commented [14]:
Hundreds chart Im not sure this will be helpful. I think some blank ten
frames could be very helpful though..
Worksheet with riddles on left and space for answer on right
Exit slips JULIA MILLER
Teacher observation sheet yes, ten frames instead of connecting cubes
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Classroom Arrangement and Management: Six students will work at a round table. Each will have an Make sure these are in a place where they arent
individual workspace with connective cubes, colored pencils, problem solving scrap paper and straws and distracting until they are needed
rubber bands. Each will have a problem solving partner to share their ideas with. I will say that I expect the
room to be quiet while they are solving and to use classroom voices while they share in partners. The partners JULIA MILLER
good idea
will be pre-determined. I will say that I intentionally chose respectful mathematicians. How do we show
respect? Anyone who behaves outside of our respect norms will be asked to leave our riddle-solving team.

Plan:

1. Before (Launch) 15 minutes - I am going to give you a riddle. Who knows what a riddle is? (Collect
appropriate response). I am an object in this classroom. I have a face and two hands but no legs, who
am I? A Clock! Or how about, What goes up but never comes back down? Your age! These are riddles. Commented [16]:
Today we are going to solve riddles using numbers. For instance: I am odd. I am one less than 10 and Here you might highlight the the clues you gave helped
three more than six, who am I? Nine! Using your blocks, show me how you would represent nine ones them figure out the answer.
using blocks? If I added one more what would I have? (10) Now that I have a tower of ten, do I have to Commented [17]:
recount it? What do I know about it? Are they giving you this answer?
Where have I seen bundles or group of ten before? (Counting the days of school) (Activating prior knowledge).
Commented [18]:
Today we are going to solve five riddles (I pass out worksheet). Were going to do the first riddle together and You?
then you will solve the riddles on your own. First riddle (is written, but I will speak orally): I have 3 tens and 9
ones. Who am I? What is this problem asking you to solve? (Call on student). Yes, Who am I is a two-digit Commented [19]:
I would suggest having the first one written on chart
number greater than ten. It is made up of tens and ones. Take a minute to use cubes, straws, or drawings to find paper and not pass this out until you are done with
out who I am. Repeat riddle, It is also the first riddle on your paper. When you have an answer, write it on on whole group discussion/before section. Otherwise
the right column of your paper (show) and give me a thumbs up. Wait Who would like to share what number I some kids will start to work on them.
am? Did anyone find a different number? Who would like to share the strategy they used to solve the riddle?
(Elicit 2-3 strategies). Using these strategies, you are going to solve the next four riddles independently. When JULIA MILLER
ok
you and your partner both finish the second riddle, you are going to stop and share with your partner how you
solved for the answer. Using your tools (verbal, physical, visual) you will have to prove you are correct. Each Commented [20]:
partner will take a turn. Who can repeat the instructions to me? I expect the room to be quiet while you are What strategies do you anticipate here
solving and for you to use classroom voices while you work with your partner. We will go over the respect
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norms. Additionally, I will go over a few of Hieberts beliefs for why we should work together: Understanding I anticipate modeling and most students being able to
someone elses methods will teach us a new way to solve the problem. Showing your mistakes is an opportunity unitize numbers in tens
to learn. I will write on the board a few ways we can ask our partner to explain: Tell me more Show me Are
Commented [21]:
you sure? These are all respectful responses. Ok, but keep this brief and concrete for them

Examining an idea thoughtfully is the surest sign of respect, Hiebert.

2. During (Work and Explore) 15 minutes - Now that the students curiosity is piqued, they will work alone and
then in partners to explore and solve place value riddles. They will use physical models and visual
representations to solve the following riddles:

1. I have 17 ones and 6 tens. Who am I?

2. I have 23 ones and 4 tens. Who am I?
3. I am 27. I have 7 ones. How many tens do I have?
4. I am 36. I have two tens. How many ones do I have? Commented [22]:
Yes, and you want to use your assessment checklist to
While the students are problem solving, I will walk around and take note of what strategies individual students note them and help you determine who to call on for
are using and what they know. As I circulate, I will use the following prompts: the discussion
Commented [23]:
I see you have started to [multiply] these numbers. Can you tell me why? Skip count? Add?
How does your picture connect to your answer? Commented [24]:
Other questions you could ask include: can you think of
How did you solve it? another way to figure that out? Is there a quicker way
to count the tens? Do you see any patterns?
I will listen to how they are communicating and artfully add to the conversation as needed. If students are
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stuck I will ask questions similar to: Have you organized the information you have so far? Is this like thank you
another task weve done? What about this problem is difficult? Can you check that somehow? Nurtures the Commented [25]:
important notion that mistakes are opportunities for learning (Boaler & Humphreys, 2005). Also encouraging them to use tools, such as the ten
frame, will help. Even if they need to count by ones to
make 23, the ten frame will help them see that it is 2
tens and 3 ones.
3. After (Debrief and Wrap up) 10 minutes - Give students warning that problem-solving time is coming to an
end and we will come back together. Reiterate norms for discussion. Students will share an represent their
strategies This is an opportunity to justify, defend, explain, and challenge strategies, uncover misconceptions, Commented [26]:
computational errors. I will call on students or partners to share their work. Possibly ask students to share their For which problem>? You wont have time to discuss
partners ideas. Summarize main ideas and identify future tasks. them all. I would suggest picking one and trying to elicit
-How did you keep track of the ones and tens? several different strategies (like a number talk).
- How is your strategy similar to _____?
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- How could we try it a different way? I think I will talk about the first and the third

(((Im trying to figure out how to make sure learning in crystallized here))) Commented [27]:
Thats important. How about asking if they see any
- Exit Slip - Choose your own two-digit number and create your own riddle for me to solve. The first step is relationship between the numeral (the answer to the
choose a number, the second step is to choose how many tens or ones you want it to be composed of. Once you riddle) and the number of tens and ones.
know that, you can solve for the other place value.
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- I could model a drawing of this on the board if necessary. For instance, say, 23, draw ten circles in one color understanding the relationship is essentially helping
and thirteen in another. Then remove the 23 and write, I have 1 ten and 13 ones, who am I? Visually and orally students understand the concept
show them, (after they have done all the work) exactly how I created these riddles.
Commented [28]:
Students will turn in exit slip and then I will assign each student a small clean-up role. For an exit slip, you dont really want to model
something new. It should be a quick task that you can
look at later to figure out what they know. So maybe
Anticipating student responses and my possible responses: Some students may have trouble breaking down the give them a number, say 43, and ask them to write a
riddle. They may just writeit has 4 tens and 3 ones,
problem into smaller steps. For instance, in order to add 17 ones and six tens, the student must first break 17
but that still gives you information.
into 1 ten and 7 ones. I anticipate, that with proper probing, they will accomplish this step. The tools I
anticipate students using are visual representations, direct modeling using connector cubes and straws.

Assessment of goals/objectives listed above:

Assessing student strategies during discussion
listening for modes of thinking
Observations of how students explain others strategies
Completed worksheets
Exit slips
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The understanding should relate directly to your
mathematical goals
Understanding Strategy Reflection Other Observations
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you'll see this changed in my plans
Name Interprets Represents DM - Visual - Explains Creates
problem problem Cubes/Stra Drawing solution riddle Commented [30]:
correctly correctly ws correctly correctly The strategy should be how they are thinking about
tens and one, not what model they are using. Look at
the OGAP number progression (the green part of the
OGAP Additive Framework). Are they seeing numbers
as collections of ones or are they grouping or unitizing
by tens or are they thinking multiplicatively about place
value?
Commented [31]:
Im not sure this adds much

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removed
Accommodations: If the task is too easy, I will introduce riddles with more ones and fewer tens, or I will
introduce riddles that solve for 100. Or simply ask: Would this solution work for 100? I dont anticipate the
task being too easy. Pairs will help students who may be very lost or unsure of themselves articulate their ideas
before we move to a larger group discussion. I will prepare encouraging responses such as: Doing mathematics
takes time and thinking - you can do it - lets see what you know and go from there. Im prepared to suggest a
different strategy and probe students to use models.