math riddles

S C H O L A S T I C

BPROFESSIONAL OOKSNew York • Toronto • London • Auckland • Sydney

Mexico City • New Delhi • Hong Kong • Buenos Aires

by Teresa Cornell

Math Riddles & Mini-PostersThat Build Early Problem-Solving Skills

Math Riddles & Mini-Posters That Build Early Problem-Solving Skills © Teresa Cornell, Scholastic Teaching Resources

Scholastic Inc. grants teachers permission to photocopy the contents of this book for classroom use only.

No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system,

or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,

without written permission of the publisher. For information regarding permission,

write to Scholastic Inc., 555 Broadway, New York, NY 10012.

Cover design by Josué Castilleja

Interior design by Sydney Wright

Cover and interior artwork by Maxie Chambliss

ISBN: 0-439-16236-X

Copyright © 2001 by Teresa Cornell

All rights reserved. Published by Scholastic Inc.

Printed in the U.S.A.

Dedication

To Donnie—Thanks for all your help, support, and love.

To Patti—Without your encouragement, I would not have written this book.


Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Meeting the NCTM Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Using Math Riddles and Mini-Posters . . . . . . . . . . . . . . . . . . . . .5

Sample Lesson: A Teacher-Student Dialogue . . . . . . . . . . . . . . . .7

Apple Picking Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Pumpkin Patch Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Tom Turkey Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Gingerbread Man Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Snowy Day Friends Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Sweetheart Valentine Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Breezy Day Kites Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Spring Flowers Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40


Full-Color Mini-Posters . . . . . . . . . . . . . . . . . . . . . . . . . pages 41-48

Welcome to Math Riddles & Mini-Posters That Build Early Problem-Solving Skills, a book developedspecifically to help you teach math problem-solving strategies in your K–2 classroom. To helpweave problem-solving into your mathematics program easily, this book features lesson ideas,colorful mini-posters and rebus-style math riddle cards on favorite seasonal topics, includingapples, pumpkins, snowmen, kites, and more. The engaging activities in this book will help youprovide your students with lots of opportunities to practice deductive reasoning, identify similaritiesand differences, develop familiarity with vocabulary specific to logical reasoning, and learnimportant mathematical concepts. Some of these concepts include:

n number sense s number wordss greater than and less than l color wordsl shapes n directionality n odd and even s patternss equal and not-equal parts l sums

l n s Meeting the NCTM Standards n sl

The National Council of Teachers of Mathematics (NCTM) has proposed what primary teachers,K–2, should provide for their students in order to grow more proficient in mathematics. NCTM’sPrinciples and Standards 2000 breaks the Standards down into developmentally appropriate groupsand outlines specific goals and objectives on which the students are to focus and master in allareas of mathematics. Refer to the chart below to see how the activities in this book have beencorrelated with the NCTM standards.

Apple Picking

Pumpkin Patch

Tom Turkey

Gingerbread Man

Snowy Day Friends

Sweetheart Valentine

Breezy Day Kites

Spring Flowers

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Content Standards Process Standards

Riddles and Posters

Correlation of Math Concepts tothe Principles and Standards forSchool Mathematics (NCTM,

2000)

Math Riddles & Mini-Posters That Build Early Problem-Solving Skills © Teresa Cornell, Scholastic Teaching Resources 4

l n s Introducing Problem-Solving Strategies n sl

Before you begin teaching with the riddles and mini-posters in this book, set the groundwork forcareful mathematical reasoning with your students. Show each of the mini-posters to your class,giving students several minutes to look at and think about the colorful images on each one.Invite your students to discuss what they see. Welcome their observations. (For an example ofa teacher-student dialogue during the problem-solving process, refer to page 7.)

Read some math riddles aloud with students. Show them some riddle cards, pointing out therebus-style illustrations, bolded words, and numerals that they can turn to for support while reading.Take this opportunity to identify any problem-solving vocabulary terms that may be unfamiliar.Then, model how to use those terms as you compare and contrast the mini-poster pictures.

l n s Working With Students n sl

Once your class seems ready to tackle problem-solving, choose the mini-poster and riddle card setthat best complements the theme your class is studying and the mathematical concepts you arecurrently teaching. Here is a lesson sequence that you may find helpful:

1. Select a math riddle card and cover it up with a piece of paper. Let your students see onlythe mini-poster.

2. Read each clue or individual line of the riddle.

3. Give your students an opportunity to eliminate oneor more of the possible answers.

4. Examine the mini-poster as a class. Work togetherto determine the correct answer.

5. Discuss how the class arrived at the answer, whatyour thought processes were, and the clues you used.

6. Select another riddle card and begin again.

Go through the problem-solving process several times,giving your students experience and confidence usingtheir developing skills.

TEACHER TIP!TEACHER TIP!

If you are sharing the riddle clues withyoung children or non-readers:

X Trace or highlight each riddle’s colorwords in the corresponding color,turning words into graphic clues.

X Read the riddle aloud to your students. X Give plenty of “think” time between

reading the riddles and anticipating an answer.

l n s Making the Most of a Flexible Format n sl

Solve just one riddle or solve a whole bunch! The sample lesson included on page 7 takes youthrough some of the steps kids may take as they learn problem-solving with the mini-posters andriddles in this book. You’re sure to find lots of other ways to use the riddle cards and mini-posters,especially since the riddle cards and mini-posters provide a flexible format in terms of bothinstruction and class time. As fits your needs, teach problem-solving in small math groups or as


a morning wake-up activity, as class work during independent center time, or even as an interimactivity in the few minutes before lunch or dismissal.

Once your students are more familiar with solving math riddles using reasoning, put themini-posters and riddles at an independent learning center. Then, code the riddles with theanswers so they can be self-checked. As a variation, ask your students to partner with a friend todetermine riddle answers. Invite students to share their answers with the rest of the class byprinting their answers on index cards and holding them up.

l n s Strengthening Students’ Skills n sl

Encourage class discussions and dialogues about solving the math riddles in this book. Thinkingabout the problem-solving strategies they used will not only deepen your students’ grasp ofimportant math content, it will help them address NCTM’s Process Standards.

Think Aloud Model how to solve the riddles in effective ways. Let your students be privy to yourthoughts as you solve a problem aloud. Share as many of your thought processes as possible, thesteps you’re inclined to take, and any wrong turns.

Write About It Write about the process of problem-solving on a piece of chart paper divided intothree columns. Record the riddles’ clues in the first column, the pictures you can eliminate basedon those clues in the second column, and the supporting statements (evidence) that enables youto eliminate them in the third.

Brainstorm Invite the students in your class to brainstorm as they solve a riddle aloud. Shareeach other’s problem-solving strategies. Be sure to welcome all student contributions. There isusually more than one way to solve a problem. Record which problem-solving techniques workand which don’t.

l n s Extending Learning n sl

Give your students extra practice with mathematics reasoning using the skill-building activitiesthat follow. Set aside time to:

n Provide mini-lessons to review the skills required for each lesson.s Write new riddles, using attributes on the mini-posters as clues.l Challenge students to create their own posters and riddles.n Develop math word walls to help students

identify key phrases and math terms, such as more than, less than, equal to, odd, even, and so on.

Help all of your students gain valuable experienceusing higher-order thinking skills of analysis andevaluation by modifying the math riddles in this bookto meet their’ needs. For instance, shortening a riddleto just one or two clues may provide some studentswith the support they need for riddle-solving success.Increasing the complexity of a riddle may provideother students with an active learning experiencethat builds on their developing math skills.

TEACHER TIP!TEACHER TIP!

Photocopy each of the riddle cards ontocardstock and laminate them. Thenlaminate the mini-posters fordurability. Keep each riddle card andposter set in a separate file folder.That way, they’ll be easy for studentsto carry to their desks and ready to useat learning centers for years to come.


Sample Lesson:

Teacher: Today we will be solving a math-riddleproblem about apples. Spend a few minuteslooking at the pictures of the apples on the poster.Think about how the apples are alike, or the same,and how they are different, not the same. (Allowwait time.) Who can tell me one thing that you’venoticed about the apples on this poster?

Student #1: Two of the apples are red.

Teacher: What colors are the other two?

Student #1: One is green and one is yellow.

Teacher: Good! Anything else?

Student #1: Apple numbers 1 and 3 have one leafand apple number 2 has two leaves.

Teacher: How many leaves does apple 4 have?

Student #1: None.

Teacher: And what word means “none”?

Student #1: Zero.

Teacher: Yes! Who notices something differentthat we have not discussed?

Student #2: Apple number 3 has more teeth thanthe others. Numbers 1 and 4 have two teeth andapple 2 has zero teeth.

Teacher: How about the eyes on the apple pic-tures? Who can tell me something you noticedabout the apples’ eyes?

Student #2: Some eyes are open and some areclosed. Apple number 3 has one eye open andone closed.

Teacher: Which other apple has closed eyes?

Student #2: Apple number 4. The other twoapples have open eyes.

Teacher: Now I am going to show you one clue.I will read it to you. After I have read the clue, tellme which apple does not fit that clue. Ready?(Reveal the first clue.) Clue number 1, “I have lessthan 2 leaves.” (Repeat.) That means we’re lookingfor one that does not have less than two leaves.Which apple is that?

Student #2: Apple number 2. It has 2 leaves andtwo is not less than two. We’re looking for anapple with less than two leaves.

Teacher: And what word means two numbers arethe same?

Student #2: Equal.

Teacher: So, we discovered that apple number 2does not fit that clue. We will cover it up then. Wedon’t need to see it to solve this riddle. (I like to usesticky notes to cover up the pictures as we eliminate them.That way, the children can focus on the remaining pictures.)

Teacher: (Reveal the next clue.) Clue number 2, “I amred.” (Repeat.) Which apple does not fit this clue?

Student #2: Apple number 4. It’s red.

Teacher: Remember, we are looking for the applethat does not fit the clue. The clue says, “I am red.”Which apple does not fit this clue?

Student #2: Apple number 3. It’s not red, it’s yellow.

Teacher: Ready? Here is the last clue! (Reveal thefinal clue.) “My stem points to the right.” (Repeat.)Which direction is right? Everyone point to theright. (Teacher observes to be sure students are all pointingright.) Good. That direction is right. Which apple isnot pointing right?

Student #3: Apple number 1. It’s stem points tothe left.

Teacher: Great! We will cover up apple number 1.Which number apple remains?

Students: Apple number 4!

Teacher: Let’s check to be sure we have solvedour math riddle. As I reread each clue, you lookat the last apple. If it fits the clue, show me athumbs-up sign. If it does not fit the clue, showme a thumbs-down. If we have a thumbs-down,we’ll check our riddle clues and apples one moretime. Ready? (Reread each clue. As the students respondusing their thumb signal, observe their responses.)

Teacher: Hooray! We have solved our mathriddle. The answer is apple number 4!

Teacher-student dialogues give you an opportunity to see your students’ reasoning unfold. Thedialogue that follows is a sample teacher-student exchange that uses Apple Picking Riddle #1 (p. 8)with the companion Apple Picking mini-poster.


Apple Picking Riddle #1

I have less than two leaves.

I am red.

My stem points to the right.

Which apple am I?


I have one or more teeth.

I have one leaf.

I am yellow.

Which apple am I?

2

1

1



My stem does not point right.

I have a yellow nose.

Both my eyes are closed.

Which apple am I?


At least one of my eyes is open.

My smile is closed.

I have an even number of leaves.

Which apple am I?

1



I do not have a red nose.

I have two teeth.

My stem points to the right.

Which apple am I?


My stem points to the left.


I am green.

Which apple am I?

2



I have more than one tooth.

At least one of my eyes is closed.

I do not have a leaf.

Which apple am I?


I have one or more leaves .

My stem points to the lef t.

Only one of my eyes is open.

Which apple am I?

1

1

1

1


Pumpkin Patch Riddle #1


I have triangle eyes.

My stem is green.

My nose is a circle.

Which pumpkin am I?


I have a triangle nose.

I have a green stem.

Which pumpkin am I?

1




My nose is a triangle.


I have a brown stem.

Which pumpkin am I?

I have a triangle nose.

I do not have a green stem.

I have zero teeth.

Which pumpkin am I?

0

1




I have triangle eyes.

I have an even number of teeth.

I have a brown stem.

Which pumpkin am I?


My stem is green.

I have an odd number of teeth.

Which pumpkin am I?

1




My nose has three sides.

I do not have a green stem.

My eyes are square.

Which pumpkin am I?

I have a stem.

I have two teeth.

My nose is an upside-down triangle.

Which pumpkin am I?

2

3


Tom Turkey #1

I have four or more feathers.

I have two colors of feathers.

I am looking straight ahead.

My feet are yellow.

Which turkey am I?

I have yellow feet.

I am looking to the left.

I have an odd number of feathers.

All my feathers are red.

Which turkey am I?

2

4

Tom Turkey #2


I do not have orange feet.

I am looking to the right.


My beak is open.

Which turkey am I?

I have less than six feathers.

I have yellow feet.

My feathers are all the same color.

I am looking to the right.

Which turkey am I?

Tom Turkey #3

Tom Turkey #46


Tom Turkey #5

My feet are yellow.

I have more than three feathers.

My beak is open.

My feathers are in an AB pattern.

Which turkey am I?

I am not looking to the right.

My feet are yellow.

My beak is closed.

I have an even number of feathers.

Which turkey am I?

3

Tom Turkey #6


My feet are yellow.

I do not have blue feathers.

My feathers are all one color.

I have the least number of feathers.

Which turkey am I?

I have less than six feathers.

My beak is closed.


I am looking straight ahead.

Which turkey am I?

Tom Turkey #7

Tom Turkey #86

1


Gingerbread Man Riddle #1

I have icing on both my arms and legs.

I have less than three buttons.


Which gingerbread man am I?


I have a red nose.

I have two colors of icing.


3

2

3




I have one color of icing.

I have two buttons.

My icing and buttons are the same color.


I have buttons.

I have a red nose.

I have the greatest number of buttons.


2

1




I have at least two buttons.

I have a red nose.

I have icing on my arms and legs.


I have a red nose.


I have an even number of buttons.


1

2






My buttons are green.


I have a red nose.

I have pink icing.

I have zero buttons.


0

1



Snowy Day Friends Riddle #1

I have less than four buttons.

I am not wearing a scarf.

I have on green mittens.

Which snowman am I?

I am wearing boots.

My boots are red.

I am not holding a broom.

Which snowman am I?

4




I am wearing mittens.


My mittens are blue.

Which snowman am I?

I am wearing a hat.

I have two buttons.

I have blue mittens.

Which snowman am I?


3

2



I am wearing boots.

I have on a hat.

My nose points left.

Which snowman am I?

I am wearing mittens.

My mittens are blue.

I have one more than three buttons.

Which snowman am I?


31



I have on a hat.

My nose points right.

I do not have on boots.

Which snowman am I?


I am wearing boots.

I am not holding a broom.

Which snowman am I?



Sweetheart Valentine Riddle #1

I have an orange heart.

I have two pink hearts.

I have an odd number of hearts.

Which valentine am I?

I have more than one pink heart.

I have an even number of hearts.

Some of my hearts are red.


2

1





I have two red hearts.

The sum of my hearts is less than five.


I have one orange heart.


I do not have a red heart.


2

5

1

2




I have an orange heart.

The sum of my hearts is four.




I have more than four hearts.



2

4

4

2

2





One of my hearts is purple.

I have one less than three pink hearts.


I have less than six hearts.

I have at least one red heart.

The sum of my hearts is odd.


1

1 3

6

1



Breezy Day Kites Riddle #1

I have two or more equal parts.

I have stripes.

I have less than four bows.

Which kite am I?

My tail hangs to the right.

I have four equal parts.

My bows are all one color.

Which kite am I?

2

4

1

4




I have polka dots.

I have orange bows.

My bows make an AAB pattern.

Which kite am I?

I have more than three bows.

I have purple polka dots.

I do not have stripes.

Which kite am I?

3

4




I have an even number of bows.

I have at least two equal parts.

The sum of my bows is six.

Which kite am I?

I have purple on me.

Some of my bows are pink.

The number of my bows is odd.

Which kite am I?

6

2




My tail hangs to the right.

I have four equal parts.

All of my bows are blue.

Which kite am I?

I have two colors of bows.

I have purple polka dots.

My bows make an AB pattern.

Which kite am I?

2

4



Spring Flowers Riddle #1


I have at least six petals.


I have only one color of petals.

I have the color blue.

Which flower am I?

I do not have two leaves.

I have more than five petals.

I do not have the color purple.

I have a color that begins with “b”.

Which flower am I?

6

2

1

2

5





I do not have orange petals.

I do not have the color yellow.

I have the least number of petals.

Which flower am I?

I have more than five petals.

I have at least one leaf.

I do not have the color purple.

I have two leaves.

Which flower am I?

2

2

5

1

2





I have an odd number of petals.

I have a purple center.

My petals are red.

Which flower am I?

I have less than seven petals.

I do not have an orange center.

My petals make an AB pattern.

I have one leaf.

Which flower am I?

2

7

1




I have at least six petals.

I do not have blue petals.

My center is yellow.


Which flower am I?

I do not have an orange center.

I have at least one leaf.


My petals are purple.

Which flower am I?

6

1


Apple Picking Riddles,pp.8–11#1: 1#2: 3#3: 4#4: 2#5: 1#6: 2#7: 4#8: 3

Pumpkin Patch Riddles,pp.12–15#1: 1#2: 4#3: 3#4: 2#5: 3#6: 1#7: 2#8: 4

Tom Turkey Riddles,pp.16–19#1: 3#2: 2#3: 4#4: 4#5: 5#6: 3#7: 2#8: 1

Gingerbread ManRiddles, pp.20–23#1: 3#2: 1#3: 4#4: 2#5: 2#6: 4#7: 3#8: 1

Snowy Day FriendsRiddles, pp.24–27#1: 2#2: 4#3: 1#4: 1#5: 4#6: 3#7: 2#8: 3

Sweetheart ValentineRiddles, pp.28–31#1: 1#2: 4#3: 2#4: 3#5: 2#6: 4#7: 3#8: 1

Breezy Day Kites Riddles,pp.32–35#1: 1#2: 3#3: 2#4: 4#5: 2#6: 1#7: 3#8: 4

Spring Flowers Riddles,pp.36–39#1: 4#2: 5#3: 6#4: 3#5: 6#6: 2#7: 1#8: 1

40


1 2

3 4

Apple Picking

Math Riddles & Mini-Posters That Build Early Problem-Solving Skills © Cornell, Scholastic Teaching Resources41

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Pum

pkin

Patc

h


12

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Tom

Turk

ey


1 2

3 4

Gingerbread Man

Math Riddles & Mini-Posters That Build Early Problem-Solving Skills © Cornell, Scholastic Teaching Resources 44

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Snowy Day Friends


1 2

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Sweetheart Valentine


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3 4

Breezy Day Kites


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Spring Flowers


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