# Missing Numbers: Math Review

September 21, 2015

Help! The numbers in our equations have run away and left their answers alone! In this lesson, students will review their math facts and knowledge to solve Ken Ken like puzzles and bring the numbers back to their places.

### Learning Objectives

Students will be able to identify missing numbers in an equation.

## Lesson

### Introduction (10 minutes)

• Explain to the students that today they will be reviewing their math facts while completing fun puzzles.
• Ask the students to stand next to their desk for a brain warm up exercise.
• Play a quick game of Math Around the World: a game in which two students stand at a desk, and the caller (usually the teacher) gives them a math question. The student who answers correctly and with the fastest time moves to the next desk, and the student with the incorrect or slowest answer sits down.

### Explicit Instruction/Teacher Modeling (10 minutes)

• Project or draw the first worksheet on the board.
• Read the instructions to the class.
• Activate prior knowledge by asking questions about the worksheet. Good examples include: Each row and column is a math equation. Who can tell me what an equation is? and It says to Multiply and Divide before adding and subtracting. Can anyone tell me why?
• Discuss the first puzzle equation as a class. Explain your thought process aloud as you write.

### Guided Practice/Interactive Modeling (20 minutes)

• Ask students to complete the puzzle and worksheet in one of two ways:
• Continue asking questions and filling the puzzle in yourself, allowing students to give their thoughts.
• Have each student come up to the board and fill in the next blank number space, then defend and discuss their response with their peers.

### Independent Working Time (30 minutes)

• Pass out the other worksheets and ask students to complete these on their own.

## Extend

### Differentiation

• Enrichment: For advanced students, allow them to do more difficult missing number worksheets and possibly branch out into Sudoku or Ken Ken puzzles.
• Support: For students in need of support, allow them to work in small groups to complete the worksheets. Students in need of support can also greatly benefit from one-on-one working time with the teacher or with an advanced student for peer tutoring.

## Review

### Assessment (15 minutes)

• Student participation can be a quick form of active assessment.
• Students will turn in worksheets to be graded for assessment.

### Review and Closing (10 minutes)

• See if any students have questions about the activity.
• Ask reflection questions. Examples include: Did anyone discover something about equations while working on this activity? Do you use math outside of class?