My math club had fun with several of these puzzles a few years ago, and the “Easy” ones (like the sample shown here) were just right for my 4th-5th grade students. One girl enjoyed them enough that she took home extra copies to share with her father.
The object of the puzzle is to find the equation pathway that leads through ALL the tiles.
Two or three (or four or five etc.) digit numbers are made up of the individual tiles in the particular order as the equation is read. For example 5 x 5 = 2 5 is correct, but read backwards 5 2 = 5 x 5 is incorrect.
The equation must be continuous (no jumping over tiles or empty spaces).
Each tile can be used ONLY ONCE.
Order of operations is followed. Multiplication and division comes before addition and subtraction.
The tile “-” can be used as both a subtraction operation or a negative sign in front of a digit, making it a negative number.
If you think the carnival seems shorter than usual, you’re right. We had many more submissions, but it appears that the blog carnival website is having trouble again. If your article is missing (as mine is), I’m sorry! Please try again next month.
This is the first time I ever hosted a blog carnival so please bear with me.
While reading the posts submitted to this month’s Math Teachers at Play blog carnival, I was struck by how visualization is very important in teaching math, and just math in general. I was happy to read all the “visualization” posts since my recent interest is exactly in visual representations and how they help in learning, especially learning math.
It began with a humble list of 7 things to do with a hundred chart in one of my out-of-print books about teaching home school math. Over the years I added a few new ideas, and online friends contributed still more, so the list grew to its current length of 26. Recently, thanks to severalfansatpinterest, it has become the most popular post on my blog:
Now I am working several hours a day revising my old math books, in preparation for publishing new, much-expanded editions. And as I typed in all the new things to do with a hundred chart, I thought of one more to add to the list:
(27) How many numbers are there from 11 to 25? Are you sure? What does it mean to count from one number to another? When you count, do you include the first number, or the last one, or both, or neither? Talk about inclusive and exclusive counting, and then make up counting puzzles for each other.
Share Your Ideas
Can you think of anything else we might do with a hundred chart? Add your ideas in the Comments section below, and I’ll add the best ones to our master list.