

Summary: Students use the story problem process to solve math riddle problems.
Main Curriculum Tie: Mathematics Grade 3 3.OA.D Solve problems involving the four operations, and identify and explain patterns in arithmetic. 8. Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.^{3} Materials:
Additional Resources
Books
 ArithmeTickle: An Even Number of Odd RiddleRhymes, by J. Patrick Lewis; ISBN 0152164189
 Math Potatoes, by Greg Tang; ISBN 0439443903
 Each Orange Had 8 Slices, by Paul Giganti; ISBN 068813985X
Articles
 The Answer Is 20 Cookies. What is the Question?, Teaching Children Mathematics; January 2007, Volume 13, Issue 5, Page 252
Attachments
Web Sites
Background For Teachers: Students need to have a basic understanding of addition,
subtraction, and multiplication operations. They must be aware of
the math vocabulary that relates to each of these operations. Students
should to be familiar with the story problem process. First, they must
understand what the problem is asking. Second, they must locate all
the facts within the word problem. As students look for the facts they
need to pay particular attention to the vocabulary that is being used.
Finally, students must decide upon a plan of attack. This is the time
when a student chooses what facts are vital, what operation is needed,
and if their solution makes sense.
Intended Learning Outcomes: 2. Become effective problem solvers by selecting appropriate methods,
employing a variety of strategies, and exploring alternative approaches to
solve problems.
3. Reason logically, using inductive and deductive strategies and justify
conclusions.
4. Communicate mathematical ideas and arguments coherently to peers,
teachers, and others using the precise language and notation of mathematics. Instructional Procedures: Invitation to Learn
Students are placed into groups of four or five. Each group is
given five numbered cards. The numbers on the cards will range
from 0 to 99. Write any number between 0 and 99 on the overhead.
Instruct students that this number will be the answer and each
group must use their number cards to get this answer. They can
add, subtract, multiply, or divide these numbers any way they want.
When a group has reached the answer they must ring the bell that
will be located by the overhead.
Instructional Procedures
 Use the book Arithme Tickle to introduce what a math riddle is
and how to solve one. After reading each page, solve the riddles
together by using the Riddle Time worksheet.
 Hand out a copy of Riddle Problems to each student. Have
students cut one riddle out.
 Hand out a copy of Riddle Time to each student. Have students
glue the riddle they previously cut out in the correct place on
this paper.
 Students need to be assigned a partner. Each partnership
must read and discuss the riddle together. They need to
work together to fill out the top two boxes on the Riddle Time
worksheet.
 Students will return to their individual seats to complete the
Riddle Time worksheet on their own.
 Once the whole class completes a riddle, have students share
why they feel their answer is correct and the steps they took to
come to that conclusion.
 When all ten riddles are completed then the papers are bound
together to form a riddle book.
Extensions:
 Advanced learners can write math riddles for the class to solve.
These can be added to the math riddle book.
 Special needs learners can draw a picture to show their plan
on the Riddle Time worksheet. They can describe to another
student why they feel the answer is correct.
 Here is the answer so what is the question? Give students an
answer, for example, eight snowmen. Instruct students to come
up with a question that has the answer of eight snowmen.
 Use the book Each Orange Had 8 Slices to create challenging
problems. For every page create one to two story problems.
After the story problems have been produced have your
students read this book. Once the story has been read, students
need to start working on the problems.
Family Connections
 Give students a challenging riddle to do at home with their
parents.
 Have students write a riddle about their family.
Assessment Plan:
 As students work together on the Riddle Time worksheet observe
their conversations. Ask questions about the thoughts they're sharing with each other. This type of assessment will show a
student’s true understanding of math concepts.
 Have students pick one of the riddles they feel the most
confident about. Create a math rubric that will help assess the
riddle that they did.
Bibliography: Research Basis
Hiebert, J., Carpenter, T.P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., &
Wearne, D. (1996). Problem Solving as a Basis for Reform in Curriculum and Instruction:
the Case of Mathematics. 25(4), 1221.
The authors examine the benefits of applying John Dewey’s
notion of reflective inquiry into mathematics. This theory encourages
students to identify problems, study out the problem, and then come
to a conclusion. By following these steps students can potentially gain
a greater understanding. To apply this theory in the classroom, tasks
need to be picked that allow students to use prior knowledge and
wrestle with key concepts.
DeYoung, M.J., (2001). Challenge Problems: Love Them or Hate Them, but Learn from Them.
Mathematics Teaching in the Middle School, 6(8), 484488.
Challenging math problems give students valuable experience.
Students learn how to communicate mathematical ideas to their peers
as they discuss problems. Questioning skills are enhanced as they start
asking why a solution might be correct. Students start to recognize
how math concepts are connected with each other.
Author: Utah LessonPlans
Created Date : Jul 09 2007 09:58 AM
