TIII Math Lesson

Caroline Ebby, Lindsay Goldsmith-Markey

5 Place Value Riddles
Julia Miller

What: Students will deepen their understanding of the base-ten system using numbers up to
100 in terms of 10s and 1s by solving place value riddles. Students will become computationally
fluent in converting one ten to ten ones and ten ones to one ten. They will be able to compose
and decompose two-digit numbers in terms of tens and ones with confidence. At this point in
the year, students are able to view ten ones as a unit called a ten. They will be able to compose
and decompose this unit flexibly and to view the numbers 11 to 99 as some tens and some ones.
For example, students will be able to solve for 39 by calculating three 10s and nine ones. This is
particularly challenging for students because it requires children to negate their earlier idea of
number. They have just learned that one means one object, that ten means ten objects. Now ten
objects are ten-one ten. How can one object be simultaneously one and ten? (Fosnot and Dolk,
2001). The riddles will increase in difficulty when the problem calls for converting ones to tens.
For instance, I have 23 ones and 4 tens, who am I? Students will have to figure out how many
tens and ones are in 23 before adding the 4 10s.This allows development of efficient, general,
base-ten methods for addition and subtraction (Numbers and Operations in Base Ten
Progression). Students work with the base-ten system is intertwined with their work on
counting and cardinality, and with the meanings and properties of addition, subtraction,
multiplication and division (NBT Progression). For example, the task of discovering how many
tens compose the number 40 is multiplicative. For instance, if students count by ones to make
groups, add up four tens, they begin to understand that 40 is 4 times 10. First grade students at
Penn Alexander follow the Investigations curriculum. From discussions with my classroom
mentor and looking ahead in their trajectory, I know they will soon be working on addition of
two-digit numbers. This is intended to be an important foundation for adding and subtracting
multi-digit numbers.

How: In order to solve riddles, students will use ten frames, straw bundles and drawings to
build and pull apart numbers composed of tens and ones. These riddles are intended to be
genuinely interesting and problematic. Students will find the activity problematic because they
dont have a learned procedure for this activity. Students will 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 know they are correct. The
goals of this lesson will be reached through a three-phase lesson 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 might solve a place value
riddle. My hope is that by giving the first riddle orally with adequate think time, and the
suggestion of drawing and modeling tools, students will explore multiple pathways for
conceptualizing and solving this problem. Students will use tools, such as ten-frames and straw
bundles, also oral language, to construct their own meaning and communicate effectively. Upon
being presented with second riddle, students will be able to work through the problem
independently using their choice of tools (drawings, base-ten blocks, straw bundles) and
eventually be able to prove to their partner how they are correct. During this time, I will ask
probing questions and provide support as needed. Students will carry the majority of the
cognitive responsibility. In order to debrief and wrap-up, students will create a riddle based on a
number I choose for them, such as 43. We will discuss student strategies 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
own strategies to answer the riddles and to challenge them to work with the composition of
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
higher-order thinking in a way that is personally relevant to students. I hope is that asking
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 will be asked to present their answers to their partners in order to ensure they are
reflecting on and communicating about their work.

Base-Ten Riddles

Goals/Objectives: Students will become computationally fluent in converting one ten to ten ones and ten ones
to one ten. They will be able to compose and decompose two-digit numbers in terms of tens and ones with
support.

PA Common Core Standards:

CC.2.1.1.B.2: Use place-value concepts to represent amounts of tens and ones and to compare two digit
numbers.

Materials and preparation:

Paper and colored pencils for drawing representations of tens and ones
Straws to bundle with rubber bands
Empty ten frames
Worksheet with riddles on left and space for answer on right
Exit slips
Teacher observation sheet
Classroom Arrangement and Management: Six students will work at a round table. Each will have an
individual workspace with ten frames, colored pencils, problem solving scrap paper and straws and rubber
bands in the center. 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 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.
How did you solve it? (Clues from the questions). Today we are going to solve riddles using numbers.
For instance: I am odd. I am one less than 10 and three more than six, who am I? They say, Nine!
Using your straws, show me how you would represent nine ones using straws? If I added one more
what would I have? (10) Now that I have a bundle of ten, do I have to recount it? What do I know about
it?
Where have you seen bundles or group of ten before? (Counting the days of school) (Activating prior
knowledge). Today we are going to solve five riddles. Were going to do the first riddle together and then you
will solve remainder of the riddles on your own. I will have it written on chart paper. The first riddle is written,
and 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 number greater than ten. It is made up of tens and ones. Take a minute
to use ten frames, straws, or drawings to find out who I am. Repeat riddle. When you have an answer give me a
silent thumbs up. Who would like to share what number I am? Did anyone find a different number? Who would
like to share the strategy they used to solve the riddle? (Elicit 2-3 strategies, I anticipate filling in ten frames,
bundling straws and kids who just know. Using these strategies, you are going to solve the next four riddles
independently. I pass out paper. When 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 partner will take a turn. Who can repeat the instructions to me? I expect
the room to be quiet while you are solving and for you to use classroom voices while you work with your
partner. We will go over the respect norms. Additionally, I will go over a few of Hieberts beliefs for why we
should work together: Understanding someone elses methods will teach us a new way to solve the problem.
Showing your mistakes is an opportunity to learn. I will write on the board a few ways we can ask our partner
to explain: Tell me more Show me Are you sure? These are all respectful responses.

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 5 tens. Who am I?

2. I have 21 ones and 3 tens. Who am I?
3. I am 29. I have 9 ones. How many tens do I have?
4. I am 36. I have two tens. How many ones do I have?

While the students are problem solving, I will walk around and take note of what strategies individual students
are using and what they know using my assessment checklist. As I circulate, I will use the following prompts:

I see you have started to [skip count, add, multiply] these numbers. Can you tell me why?
 How does your picture connect to your answer?
How did you solve it?
Can you think of 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
stuck I will ask questions similar to: Have you organized the information you have so far? Is this like
another task weve done? What about this problem is difficult? Can you check that somehow? Nurtures the
important notion that mistakes are opportunities for learning (Boaler & Humphreys, 2005). I will also
encourage them to use tools such as ten frames. Even if they are counting by ones, they will eventually see that,
for instance, 23 is two tens and three 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 for the first and third problems. This is an opportunity to justify, defend, explain, and challenge
strategies, uncover misconceptions, computational errors. I will call on students or partners to share their work.
Possibly ask students to share their partners ideas. Summarize main ideas and identify future tasks.
-How did you keep track of the ones and tens?
- How is your strategy similar to _____?
- How could we try it a different way?
(((Do you see any relationship between the answer to the riddle (numeral) and the number of tens and ones?)))

- Exit Slip - Choose your own two-digit number and create your own riddle for me to solve. The first step is
choose a number, the second step is to choose how many tens or ones you want it to be composed of. Once you
know that, you can solve for the other place value.
- I could give them the number, say 43, and ask them to write a quick riddle. They may just write 4 tens and 3
ones but that still gives me information.
Students will turn in exit slip and then I will assign each student a small clean-up role.

Anticipating student responses and my possible responses: Some students may have trouble breaking down the
problem into smaller steps. For instance, in order to add 17 ones and six tens, the student must first break 17
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 ten frames 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
 Understanding Strategy Refle

Name Can convert one ten Can compose Sees numbers Unitizes Thinks Student i
to ten ones and ten and decompose as a collection numbers in multiplicatively communic
ones to one ten two-digit of ones tens about place value
numbers
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.