teaching resource

Emoji Equation Riddles - Determine the Unknown

Updated: 01 Sep 2023

Determine the value of an unknown variable in an equation with printable Emoji Maths Riddle task cards.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 5

Curriculum

VC2M3N08

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation <ul> <li>modelling practical additive situations, choosing whether to use an addition, subtraction or both when representing the problem as a number sentence, and explaining how each number in their number sentence is connected to the situation</li> <li>modelling additive problems using a bar model to represent the problem; for example, modelling the problem ‘I had 75 tomatoes and then picked some more. Now I have 138. How many did I pick?’</li> <li>modelling practical multiplicative situations using materials or a diagram to represent the problem; for example, if 4 tomato plants each have 6 tomatoes, deciding whether to use an addition or multiplication number sentence, explaining how each number in their number sentence is connected to the situation</li> <li>modelling and solving practical division problems involving unknown numbers of groups or finding how much is in each group by representing the problem with both division and multiplication number sentences, and explaining how the 2 number sentences are connected to the problem</li> <li>modelling the problem of deciding how to share an amount equally (for example, 48 horses into 2, 4, 6 or 8 paddocks), representing the shares with a division and a multiplication number sentence, and counting the number in each share to check the solutions</li> </ul>
VC2M3N09

Follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns <ul> <li>following or creating an algorithm to generate number patterns formed by doubling and halving using technology to assist, where appropriate, and identifying and describing emerging patterns</li> <li>following or creating an algorithm that determines whether a given number is a multiple of 2, 5 or 10, identifying and discussing emerging patterns</li> <li>creating an algorithm as a set of instructions that a classmate can follow to generate multiples of 3 using the rule ‘To multiply by 3 you double the number and add on one more of the number’ (for example, for 3 threes, you double 3 and add on 3 to get 9; for 3 fours you double 4 and add one more 4 to get 12 …</li> <li>creating a sorting algorithm that will sort a collection of 5-cent and 10-cent coins and providing the total value of the collection by applying knowledge of multiples of 5 and 10</li> </ul>

teaching resource

Emoji Equation Riddles - Determine the Unknown

Updated: 01 Sep 2023

Determine the value of an unknown variable in an equation with printable Emoji Maths Riddle task cards.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 5

Determine the value of an unknown variable in an equation with printable Emoji Maths Riddle task cards.

Emoji Number Riddles for the Win!

Get ready to explore the fascinating world of mathematics like never before with our unique Printable Number Riddle Cards! These cards are interactive and engaging and offer an excellent opportunity to improve student problem-solving skills.

These cards will add extra enjoyment to your daily math practice and make learning more fun by activating your students’ interest in secret codes. Say goodbye to boring equations and hello to the joy of solving number riddles!

Determine the Value of an Unknown Variable in an Equation

This resource is an engaging problem-solving task to practice determining the value of unknown amounts in equations.

To use these cards, students will

Read and analyse each equation and determine the value of one unknown variable in a number sentence.
Apply the value of the found variable to a new equation.
Determine the value of the unknown variable in the new equation.

All solutions are whole numbers. Each card is a new riddle, so the information in one puzzle does not apply to future riddles.

Download Your Problem-Solving Number Riddle Activity

Ready to get your lesson plans under wraps? Your new resources are ready and waiting. Give that dropdown arrow on the Download button a click for your choice of Editable Google Slides or easy-to-print PDF. Download, Print, and Go!

This resource was created by Lorin Davies, a Teach Starter Collaborator.

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Curriculum

VC2M3N08

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation <ul> <li>modelling practical additive situations, choosing whether to use an addition, subtraction or both when representing the problem as a number sentence, and explaining how each number in their number sentence is connected to the situation</li> <li>modelling additive problems using a bar model to represent the problem; for example, modelling the problem ‘I had 75 tomatoes and then picked some more. Now I have 138. How many did I pick?’</li> <li>modelling practical multiplicative situations using materials or a diagram to represent the problem; for example, if 4 tomato plants each have 6 tomatoes, deciding whether to use an addition or multiplication number sentence, explaining how each number in their number sentence is connected to the situation</li> <li>modelling and solving practical division problems involving unknown numbers of groups or finding how much is in each group by representing the problem with both division and multiplication number sentences, and explaining how the 2 number sentences are connected to the problem</li> <li>modelling the problem of deciding how to share an amount equally (for example, 48 horses into 2, 4, 6 or 8 paddocks), representing the shares with a division and a multiplication number sentence, and counting the number in each share to check the solutions</li> </ul>
VC2M3N09

Follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns <ul> <li>following or creating an algorithm to generate number patterns formed by doubling and halving using technology to assist, where appropriate, and identifying and describing emerging patterns</li> <li>following or creating an algorithm that determines whether a given number is a multiple of 2, 5 or 10, identifying and discussing emerging patterns</li> <li>creating an algorithm as a set of instructions that a classmate can follow to generate multiples of 3 using the rule ‘To multiply by 3 you double the number and add on one more of the number’ (for example, for 3 threes, you double 3 and add on 3 to get 9; for 3 fours you double 4 and add one more 4 to get 12 …</li> <li>creating a sorting algorithm that will sort a collection of 5-cent and 10-cent coins and providing the total value of the collection by applying knowledge of multiples of 5 and 10</li> </ul>

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