# Place Value Enrichment - 2-digit Number Puzzles

Christy Howe

2.3k Followers

Grade Levels

2

^{nd}- 3^{rd}, HomeschoolSubjects

Standards

CCSSMP8

CCSSMP6

CCSSMP3

CCSSMP1

CCSS2.G.A.1

Resource Type

Formats Included

- Zip

Pages

80+

Christy Howe

2.3k Followers

### Description

Place Value Number Puzzles are a fun, interactive way to challenge and engage your students. The 20 original puzzles are designed to build a solid understanding of place value and number sense, while also developing critical thinking and problem solving skills.

Students use hands-on number tiles (digits 0-9) and a series of 4-6 clues to build the one correct 2-digit number that meets the given criteria.

Each number puzzle includes a variety of math concepts, skills, and vocabulary to nurture a strong understanding of numbers, number operations, and number patterns. For example, puzzle #2 reads:

• It is an odd number.

• It is less than the value of 5 dimes.

• The digit in the tens place is > the digit in the ones place.

• Only one digit is odd.

• The sum of the digits is 7.

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The 20 Number Puzzles are provided in three different formats to help you adapt this resource to best meet the needs of your students and instruction.

• 20 two-digit number puzzles in three different formats

• Detailed teacher tips for set-up and implementation of all three formats

• Answer Key

• Printable Number Tiles 0-9

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• Math Centers and Stations

• Anchor Activities

• Cooperative Learning

• Independent Enrichment

• Bell Ringers/Morning Work

• Anticipatory Activities/Learning “Hooks”

This resource is designed for high ability 2nd-grade students. You can find

Please contact me if you have any questions. I would love to hear from you!

Christy

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**How do Place Value Puzzles work?**Students use hands-on number tiles (digits 0-9) and a series of 4-6 clues to build the one correct 2-digit number that meets the given criteria.

Each number puzzle includes a variety of math concepts, skills, and vocabulary to nurture a strong understanding of numbers, number operations, and number patterns. For example, puzzle #2 reads:

• It is an odd number.

• It is less than the value of 5 dimes.

• The digit in the tens place is > the digit in the ones place.

• Only one digit is odd.

• The sum of the digits is 7.

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**How can I use Place Value Number Puzzles with my students?**The 20 Number Puzzles are provided in three different formats to help you adapt this resource to best meet the needs of your students and instruction.

**1. Guided Pages:**There are twenty full-page puzzles designed for whole group, small group, and/or other teacher-led instruction.**2. Cooperative Learning Cards:**There are twenty sets of task cards for cooperative learning or student-led learning teams. Each set is made up of one Number Puzzle. The clues are separated into four different cards. Each member of the team is given one card or one piece of the puzzle. Students then work together to reach the solution.**3. Printable Pages:**There are ten printable pages with two puzzles per page for independent or partner application.**This resource includes:**• 20 two-digit number puzzles in three different formats

• Detailed teacher tips for set-up and implementation of all three formats

• Answer Key

• Printable Number Tiles 0-9

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**Place Value Number Puzzles are great for:**• Math Centers and Stations

• Anchor Activities

• Cooperative Learning

• Independent Enrichment

• Bell Ringers/Morning Work

• Anticipatory Activities/Learning “Hooks”

This resource is designed for high ability 2nd-grade students. You can find

**3-digit Place Value Puzzles for 3rd grade HERE.**Please contact me if you have any questions. I would love to hear from you!

Christy

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**If you and your students enjoy these activities, you may also like the following differentiated enrichment activities:**•

**Hundred Board Number Puzzles (2nd grade)**•

**Hundred Board Number Puzzles: BUNDLE! (grades 1-3)**•

**Math Logic Puzzles (3rd grade)**•

**Creativity in the Classroom: Tips, Tools, & Printable Activies**•

**Brain Food! No Prep Printables for Critical and Creative Thinking**----------------------------------------------------------------------------------------------------------------------------

**© Christy Howe.**Materials are intended for personal use in one classroom only. For use in multiple classrooms, please purchase additional licenses.Total Pages

80+

Answer Key

Included

Teaching Duration

N/A

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### Standards

to see state-specific standards (only available in the US).

CCSSMP8

Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSS2.G.A.1

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.