# 1.Display this slide show from your projector or on your TV. Have the students mark a Hundreds Chart at their seat after each clue. Use the Hundreds Chart.

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1.Display this slide show from your projector or on your TV. Have the students mark a Hundreds Chart at their seat after each clue. Use the Hundreds Chart on Slide 6 to discuss the activity as a class in Normal View. 2.If you would like to use a Hundreds Chart on your television or projector, display the Hundreds Chart ppt in Slide Show View, and have a student use the PowerPoint pen (Ctrl+P; Ctrl+A) to mark off numbers that will no longer work with each clue. 3.In the lab or at a learning station, it will be easier for the students to use the What’s My Number_lab_station activity instead. All of the clues are on one slide. 4.In the lab or at a learning station, if you would like to use this version with clues on separate slides, have the students view the activity in Normal View, switching between Slide 6 and the clue slides, or have them open both the Hundreds Chart ppt and the What’s My Number ppt, then toggle between them by clicking Alt+tab, tab.

According to the Guinness Book of World Records, how many inches was the longest jump by a flea? MATH TEKS 3.14, 3.16; 4.14, 4.16; 5.14, 5.16

Click on the Hundreds Chart (Slide 6) and mark out the numbers that will not work. Clue 1 The number has two digits.

Both digits are odd. Click on Slide 6 and mark out the numbers that will not work. Clue 2

Clue 3 Click on Slide 6 and mark out the numbers that will not work. The digit in the ones’ place is two more than the digit in the tens’ place.

Clue 4 Click on Slide 6 and mark out the numbers that will not work. The number is less than twenty.

Choose the numbers that will no longer work. Click on the paint bucket to “mark them out.” If you change your mind, click the undo arrow. Clue 1: I think a reasonable number is *. Clue 2: Now I think the number is *. Clue 3: Now I think the number is *. Clue 4: Now I know the number is *. 12345678910 11121314151617181920 21222324252627282930 31323334353637383940 41424344454647484950 51525354555657585960 61626364656667686970 71727374757677787980 81828384858687888990 919293949596979899100

Check the clues, then enter your answer after the *. 13 inches 1. The number has two digits. 2. Both digits are odd. 3. The digit in the ones’ place is two more than the digit in the tens’ place. 4. The number is less than twenty. The longest jump by a flea is * inches.

Use the Guinness Book of World Records or an almanac to find some information including a whole number that is 100 or less. Write a question, citing your source, but leave out the number. Then write four clues that will narrow down to the correct answer.

According to the Guinness Book of World Records, how many ? by *

Read the clues. Choose the numbers that will not work. Click on the paint bucket to “mark them out.” If you change your mind, click the undo arrow. Now I know the number is * because 12345678910 11121314151617181920 21222324252627282930 31323334353637383940 41424344454647484950 51525354555657585960 61626364656667686970 71727374757677787980 81828384858687888990 919293949596979899100 Clues: 1. I think a reasonable number is * 2. Now I think the number is * 3. Now I think the number is * 4.

According to the write your source here, the statement here correct answer.

TEKS 3.14, 4.14, 5.14 (A) identify mathematics in everyday situations (B) solve problems by understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness (C) select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; (D) use tools such as real objects, manipulatives, and technology to solve problems (A) make generalizations from patterns or sets of examples and nonexamples (B) justify why an answer is reasonable and explain the solution process TEKS 3.16, 4.16, 5.16 The student uses logical reasoning

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