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Students will be able to identify missing numbers in an equation.
- 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.
- Allow students to play the game in a small group with supportive students or peers with the same home language (L1).
- Review key terminology regarding the different math questions students will answer during the game. (e.g., multiply, times, divided by, plus, minus, equals)
- Provide a visual of each math problem called out during the game.
Explicit Instruction/Teacher modeling(10 minutes)
- Project the first puzzle from the Math Puzzle Madness worksheet on the document camera, or draw the puzzle on the board.
- Go over the instructions with the class, and activate prior knowledge by asking questions about the worksheet. For example:
- Each row and column is a math equation. Who can tell me what an equation is?
- It says to multiply and divide before adding and subtracting. Can anyone explain why?
- Clarify any misconceptions and make sure students are comfortable with math processes and vocabulary throughout the lesson.
- Discuss the first puzzle equation as a class. Explain your thought process aloud as you record numbers in the boxes of the puzzle.
- Explain rows and columns by providing student-friendly definitions and visuals.
- Ask students to point out the rows and columns in a puzzle, and restate the definitions in their own words using sentence stems. (e.g., "A row is ____." and "A column is ____.")
- Ask students to rephrase directions and key points for their peers.
- Find examples of rows and columns in the classroom and school building using bookshelves, desks, etc.
Guided Practice(20 minutes)
- Have students complete the second puzzle on the Math Puzzle Madness worksheet. Have them take out their whiteboards to show their work. Continue asking questions and filling in the puzzle that is either projected or written on the board. Invite students to share their thoughts, defending their answers and discussing whether they agree or disagree with their peers' explanations.
- Divide the class into small groups and display the third puzzle on the Math Puzzle Madness worksheet. Instruct them to fill in the puzzle together and be prepared to explain their answers.
- Go over the group work as a class and provide feedback and clarification, as needed.
- Gather students in a small group to provide guidance as they complete the task. Ask them to explain their thinking to a partner, and then to the whole group.
- Provide a partially completed puzzle for students, and have them explain how they used the existing numbers to help them figure out the missing numbers.
- Provide sentence stems for students to use as they explain their thinking. (e.g., "I think the number ____ should go in that box because ____.")
Independent working time(30 minutes)
- Pass out the Tricky Math Puzzles worksheet to each individual and instruct them to complete the puzzles independently.
- Invite students to complete their work in a small group, and provide individualized support as needed. Ask students questions to prompt them to explain their thinking.
- Reduce the number of puzzles students must complete.
- Let students work with a partner to check their puzzles after they have completed them independently. Provide sentence frames to support conversation. (e.g., "The numbers ____ and ____ belong here because ____.")
- For advanced students, allow them to do more difficult missing number worksheets and possibly branch out into Sudoku or Ken Ken puzzles.
- 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.
- Student participation can be a quick form of active assessment.
- Students will turn in worksheets to be graded for assessment.
- Bring students together in a small group to discuss the answers to a specific puzzle from the independent practice worksheet. Call on students to explain their thinking to a partner, and then discuss as a group.
- Give students a bank of words, phrases, and images they can use to explain their thinking about the puzzles. Include terms such as add, subtract, multiply, number, equation, answer.
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?
- Allow students to share their answers with a partner using English or their L1.
- Provide sentence stems and frames to support student sharing, such as "I discovered ____ about equations." and "I use math when. ____."