Mystery Number Riddles

Mystery Number Jeopardy

During a math review game, I recently had a mystery number jeopardy section. The students loved the challenge and worked as a team to find the answer. I displayed each riddle and gave the students 30 seconds to complete the challenge. This was currently for a third grade class I was teaching. Feel free to use the riddles below.


  •  “I am a two digit number”
  •  “I only have even digits.”
  •  “My sum is 10.”
  •  “The digit in the ten’s place is six more than the digit in the one’s place.”
  • What is the mystery number?
  • Answer 82


  • I am a two digit number.
  • I am an odd number.
  •  The sum of my digits is 8.
  • Both the digits are odd.
  • What is the mystery number?
  • Answer: 71


  • I am a three-digit number.
  • Two of my digits are odd and one is even.
  • 10-8=the digit in the one’s place
  • The digit in the tens place is one more than the unit in the ones place
  • The sum of all the three digits is 10.
  • Answer: 532


  • I am a three-digit number.
  • Two of my digits are odd and one digit is even
  • The digit in the ones place and tens place combined is 9.
  • The sum of the three digits is 18.
  • Answer: 927


  • I am a three-digit number.
  • All my digits are even
  • The digit in the ones place is half of the digit in the tens place
  • The digit in the tens place is doubled than the digit in the ones place
  • The digits in the hundreds place is doubled than the digit in the tens place
  • The sum of all the digits is 14
  • Answer: 842







“Whisper”: Describing the Personality of the Main Character


Essential Understanding:

Students will understand how to determine the personality of the main character by using details in the text.

MA Framework Standards:

RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (Monday to Thursday)Rl.2.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. (Thursday)

Student Learning Objective(s): 

Students will be able to identify and describe the thoughts, actions, and words of the main character to determine the character’s personality.

Interdisciplinary content area(s):  Reading

Materials necessary for today’s lesson: 

For Students For Teacher
“Whisper”, Clipboard, Pencils, Writing Notebook “Whisper”, Clipboard, Pencil, Paper

Academic Vocabulary:

Personality: the combination of characteristics or qualities that describe a person. It is not a physical description, but is internal. 


Motivational and Review Procedures (the “hook”): 

Ask students to predict what will happen in the story by looking at the front cover. Students will discuss the title and the picture and talk about what they see. Every day, we will reintroduce the book by discussing some key events that took place the day before.

Procedures to Accomplish Objectives:

 Monday: Read book as a small group out loud

  • Introduce book
  • Talk about title and picture on the front cover
  • Make predictions
  • Take turns reading
  • Stop at vocabulary words
  • Ask questions where appropriate
  • Really encourage group participation (students are talking to group members, not me as the teacher)

Tuesday: Set up 2 column notes (Thoughts, Actions, Words)

  • Model 2 column notes
  • Reread as group and have students stop when they want to write down a detail
  • Encourage students to talk to one another
  • Review what quotations are

Wednesday: Finish 2 column notes

  • Students have the option to finish independently or as a group. Students read the last four pages to themselves. Students can help each other when needed.

Thursday: Theme and Character Description

  • Determine theme and give at least three explicit examples from the text
  • Describe the character’s personality by using notes from the 2 column notes
  • All descriptions should include five descriptive words and text evidence to back up the statement. For example, Whisper can be considered brave when he stepped out in the middle of a hurricane and blew the wind away. 

Closing Procedures:

Review student writing. Go over each writing sample individually and talk the response over with the student. Did the student use transition words? Did the student give concrete examples from the text? Show me where it says _____________? Students will be encouraged to use their two column notes to help guide their writing.

Summary Statement:  Wrap Up

This week we determined the personality of Whisper by looking for the thoughts, actions, and words of the main character in the text. From your notes, you were able to write an extended response.

Teaching Techniques:

Explicit teaching-use of quotation marks, finding details in the text

Cooperative learning-small group reading together and answering questions

Interactive learning-talking to group members and finding specific examples in the book

Learning Considerations:

Improving access to learning for all students (Hint: Consider UDL Principles) Associated Accommodations(s)/Modification(s)(Supports and Challenges)
Multiple Means of Representation

  • Visual-Book, Pictures, model of 2 column notes
  • Auditory-Read aloud, asking questions
  • Kinesthetic– Passing the book around, moving in the hallway, using hand motions when describing text

Multiple Means of Expression

  • Visual-2 column notes
  • Auditory-talking to group members
  • Kinesthetic- “Put finger on your hearts when you know the answer”, writing

Multiple Means of Engagement

  • Working in a small group
  • Choice to work independently near the end
For students who need additional support:

  • May work with partner
  • Allowed to ask group for help/guidance
  • Teacher will assist where necessary

For students who need to be challenged:

  • Have students write a summary of the text


Assessment Plan: 

I will assess student understanding….
Formative  During the lesson plan by:

  • Are students able to read the text?
  • Are students able to fill out the 2 column notes?
  • Are students able to identify the quotation marks?
  • Are students able to read with expression?
  • Are students about to describe Whisper?
  • Did students find concrete examples in the text?
  • Did students use their two column note detail when writing their extended response.
Summative  At the end of the learning opportunity by:

  • Student’s extended response

Record Keeping Plan:

  • Table in Excel