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Teaching Options

Teaching Options. 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.

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Teaching Options

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  1. Teaching Options • 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. • 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. • 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. • 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. Delete this slide before saving to Student Share

  2. What's My Number? According to the xxx xxx, how many xx xx xx?

  3. Clue 1 xxxx xxx. Click on the Hundreds Chart (Slide 6) and mark out the numbers that will not work.

  4. Clue 2 xxxx xxx. Click on Slide 6 and mark out the numbers that will not work.

  5. Clue 3 xxxx xxx. Click on Slide 6 and mark out the numbers that will not work.

  6. Clue 4 xxxx xxxx. Click on Slide 6 and mark out the numbers that will not work.

  7. 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 . Hundreds Chart 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 * .

  8. Check the clues, then enter your answer after the *. 1. xxx xxxx. 2. xxx xxxx. 3. xxx xxxx. 4. xxx xxxx. xxxx xxx is * . xxx xxx

  9. The number is . . . According to the write your source here, the statement here correct answer.

  10. Now it's your turn to make up one. 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.

  11. What's My Number? by * According to the Guinness Book of World Records, how many ?

  12. 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 . Clues: 1. I think a reasonable number is * 2. Now I think the number is * 3. Now I think the number is * 4. Now I know the number is * because

  13. The number is . . . According to the xxxx, xxxx is xxx x.

  14. What's My Number? 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 TEKS 3.16, 4.16, 5.16 The student uses logical reasoning (A) make generalizations from patterns or sets of examples and nonexamples (B) justify why an answer is reasonable and explain the solution process

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