 Who-Am-I? puzzles give clues about some mathematical object &#; usually a number or a shape &#; and you are to figure out what the object is. Think Math! introduces Who-Am-I? puzzles in grade 3, chapter 4, in the service of place value, where the puzzles are called Mystery Number Puzzles.

### Purpose

These puzzles develop academic language and specific vocabulary connected with discussion of place value, and provides practice with place value ideas.

### Examples

Here is one puzzle about a two digit number, from Think Math!, grade 3 (LAB book, page 73): .

These Who-Am-I? puzzles were invented by a second grader, Lena.

Who am I?

• I am a 2-digit number.
• I am an even number.
• The sum of all my digits together is 3.
• The order of my digits goes smallest to greatest.

Who am I?

• I am a 3-digit number.
• I am odd.
• The sum of my digits together is
• All of my digits are odd.
• The order of my digits goes smallest to greatest. (left to right)
• I am a multiple of 7.

Who am I?

• I am a 4-digit number.
• In my number there are only two different digits.
• The sum of all my digits is 6.
• My hundreds digit is less than 2.
• My tens digit is even.
• The order of my digits is least to greatest.

When you make up puzzles of this kind, it is often good to give &#;wasted clues&#; &#; clues that aren&#;t needed. For example, if one clue is &#;my units digit is even&#; and another clue is &#;I&#;m an even number,&#; one of those clues is not needed. When teaching with the puzzles, it is good to ask students if they really need all of the clues. This helps them focus on how much information they get from each clue. Did Lena give any clues that were not needed?

Sours: https://elementarymath.edc.org/resources/who-am-i-puzzles/

## Challenges - Number Detective

This mystery number is a seven-digit whole number.  To find the digit in the hundred thousands place, calculate the quotient of 50 and   The hundreds, thousands, and millions digit are all the same.
This mystery number is not a whole number - it's a fraction.  The denominator is equal to the number of sides on an octagon.  Divide fifty-six by 8 to find the numerator.
This number is a decimal that's less than two, but greater than one.  If you round the secret number to the nearest whole number you get 2.  The digit in the tenths place is odd.
The mystery number for this week is a mixed number.  One part of this number might be considered unlucky.  The difference between and is the denominator.
This time you'll be searching for a number that is lower than zero.  It's twenty-three less than fifteen.
How many years are in a century?  How many degrees are in a right angle?  How many days in March?  How many days in a leap year?  Add the answers to find the number.
Solve these mystery fraction problems, then add the fractions to find the mystery number.
Make your own Number Detective clues with this blank template.  It includes the full page layout, the Monday through Friday clue cards, and two versions of the student answer cards.

### Also on Super Teacher Worksheets:

Add the numbers horizontally and vertically to complete the addition square puzzles.

Secret Code Math

On these SCM worksheets, students will decode addition, subtraction, multiplication, and division problems before solving.

Sours: https://www.superteacherworksheets.com/number-detective.html

## Mystery Number Worksheets

### How many numbers are on a mystery number sheet?

Students are given 4 clues to figure out the mystery number. The numbers range from This unit includes: 12 full size mystery number sheets 6 1/2 page {perfect for centers} mystery number cards 1 recording sheet 10 black a

### What is the best way to teach a mystery number in a class?

Model finding the mystery number using the clues you provide and a think aloud format. Ask students to give a thumbs up or down to show if they agree. Repeat each number as a class, "The mystery number is seven. It is between eight and six."

### What are the mystery numbers given to students in the cbse math exam?

Mystery Numbers Unit {Can you guess my mystery number?} Thank you for taking a minute to check out my "Mystery Number" Unit. Students are given 4 clues to figure out the mystery number. The numbers range from

### How to find the mystery number on a computer?

1. Open Mystery Number.gsp. Go to page “Mystery Number.” Distribute the worksheet. Explain that the class’s challenge is to find the computer’s mystery number. The mystery number is a number from 1 through We can ask for clues.

Sours: https://www.webcontactus.com/mystery-number-worksheets/
Mystery Number #1: Solution

## What's My Number? Alignments to Content StandardsNBT.A

Student View

1. Find a number greater than 0 and less than 1, that:

• Is closer to than 0,
• and

• Is closer to than 2. There are many correct answers to this problem. Describe all of the numbers that are correct.

### IM Commentary

The purpose of this task is for students to reason about base-ten numbers on the number line in a way that will require them to use what they know about place value. Students first represent addition and subtraction on the number line in grade 2 (see 2.MD.6). The standards explicitly call on students to use number lines to solve problems involving fractions and time in third grade (see 3.NF.A and 3.MD.1) and decimals and measurement quantities in 4th grade (see 4.NF.6 and 4.MD.2). The number line is also a very powerful tool for helping students understand place value, and students should be encouraged to use it in third and fourth grade to support their deepening understanding of base-ten numbers. This task provides students such an opportunity, and as such, is aligned to the cluster 4.NBT.A, Generalize place value understanding for multi-digit whole numbers.

Depending on students' comfort with the number line and place value, the teacher could choose to discuss the task in three parts: identifying numbers between 0 and that are closer to than to 0; identifying numbers between 0 and that are closer to than , and, finally, identifying the numbers that are common to both. Each of these three parts can be further divided into (1) separating numbers that fit the description from numbers that do not fit the description to produce a correct response and (2) describing all correct answers. Teachers might consider having the students work on part (a) and then working together as a class to tackle part (b), giving the class a similar problem for independent or group work. Note that while the task doesn't explicitly ask students to use symbolic notation for "greater than" and "less than," the teacher should show the students how to do this if they don't do it on their own (see the solution for an example).

The following type of questions can be used to guide students through the task.

• Orient students to the number line: “What does 'greater than' mean on the number line?” (to the right of) “What does 'less than' mean on the number line?” (to the left of) “Our mystery number is greater than 0 and less than What is the smallest whole number that fits these clues?” (1) “What is the largest whole number that fits these clues?” () “Name some other numbers that are greater than 0 and less than ” (The teacher plots 4 or 5 numbers that students volunteer on a number line visible to all) “What number is half-way between 0 and 1,?” ()
• Identify the set of numbers that are closer to than to 0: "The second clue we have is that the number is closer to than to 0. Who thinks they know a number that fits this second clue? (any number between and ) Teacher plots all suggestions, even those that are incorrect, and discusses each one. “Why do you think that is closer to than 0?” (shorter distance) “Why do you think is closer to than 0?” “What about ? Is it closer to or 0?” (0) The teacher continues discussing numbers that approach from both directions until it is not possible to be sure by looking whether a number is closer to 0 or to “What number is in the exact middle between 0 and ?” () “How do you know? So what can we say about all of the numbers that are greater than ? Less than ?” The discussion should continue until students generalize that all of the numbers to the right of are closer to and that all of the numbers to the left of are closer to 0. The teacher identifies that section of the number line.
• Identify the set of numbers that are closer to than to ”The third clue we have is that the number is closer to than to ” Through a discussion similar to above, students should be led to the generalization that all of the numbers to the left of are closer to , while all of the numbers to the right of are closer to The set is identified on the class number line.
• Identify the set of numbers common to both clues: ”Who has a number that fits both clues?” (any number greater than and less than ) “How do you know? Should be included?" (no) "Why not? ( is exactly in the middle and exactly the same distance from 0 as it is from ) "Should be included?" (no) "Why not?" ( is exactly in the middle and exactly the same distance from 0 as it is from )

### Solution

1. One example of many is To see this, note that - = , so is closer to than 0. Also, - = , so is closer to than 2. is half-way between 0 and Any number greater than will be closer to than it is to 0.

is half-way between and Any number less than will be closer to than it is to

We are looking for numbers that satisfy both of the above conditions. Thus, the answer is all numbers that are greater than and less than Note that \$ \gt \$ and \$ \lt \$, so this is consistent with our example in part (a).

### What's My Number?

1. Find a number greater than 0 and less than 1, that:

• Is closer to than 0,
• and

• Is closer to than 2. There are many correct answers to this problem. Describe all of the numbers that are correct.

I raise my eyes and see him shaking his head - nooo. again the shiny head pressed against my lips. he presses and I again to him I concede.

Finding the 'Mystery Number'!

Come with me. At the unexpected proposal, she cringed on her mattress, but obediently got up and, leaving a bag and a towel on the sun. Lounger, followed the stranger.

### Similar news:

He did not leave, he sat down on the swing and beckoned to him. I went up to him, and he held out his hands to me. I dont remember how I got there. I only remember how the swing creaked under us and our dull moans.

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