Mathematics · Senior Infants

Active learning ideas

Simple Puzzles and Riddles

Active learning works well for simple puzzles and riddles because young learners need movement and talk to test their ideas. When children physically sort, swap, and discuss clues, they move from guessing to reasoning through their own discoveries.

• NCCA Curriculum Specifications
• NCCA: Primary - Problem Solving
• NCCA: Primary - Algebra

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Placemat Activity
• 25 min · Pairs

Pairs: Riddle Swap

Give each pair riddle cards about shapes or numbers. One partner reads a riddle aloud, the other guesses and names the key clue. Partners switch roles three times, then share one favorite with the class.

I am thinking of a shape with 4 equal sides , what am I?

Facilitation Tip

During Riddle Swap, circulate and listen for students who read clues slowly or point to pictures as they listen.

What to look for

Provide each student with a card. On one side, write a simple riddle (e.g., 'I have a round face and hands, but no arms or legs. What am I?'). On the other side, ask them to draw the object and write one clue that helped them figure it out.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 02

• Placemat Activity
• 35 min · Small Groups

Small Groups: Clue Board Puzzles

Set up boards with mystery pictures partially hidden by clues. Groups discuss attributes, draw what fits, and reveal to check. Record the deciding clue on a group sticky note.

If I hide 3 cubes and show you 2, how many am I hiding altogether?

Facilitation Tip

For Clue Board Puzzles, place attribute blocks in clear view but out of reach so students must describe them precisely.

What to look for

Present a puzzle to the class, such as sorting animal pictures into 'has fur' and 'does not have fur'. Ask students: 'Which pictures did you put in the 'has fur' group? How did you know? What was the clue that helped you decide?'

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 03

• Placemat Activity
• 20 min · Whole Class

Whole Class: Guess the Total

Teacher hides counters behind a screen and gives progressive clues like 'I show 2, hide 3 more.' Class predicts total, explains thinking, and verifies by reveal. Repeat with shapes.

Which clue helped you figure out the answer?

Facilitation Tip

In Guess the Total, pause after showing the covered cubes to let students whisper count aloud before revealing the answer.

What to look for

Give students a set of attribute blocks. Say: 'I am thinking of a shape with three sides. What shape am I?' Observe which students select the correct triangle and ask them to explain why it is the correct shape.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 04

• Placemat Activity
• 30 min · Individual

Individual: My Own Riddle

Students draw a shape or number set, write 2-3 clues on a template. Collect and read aloud for class guesses, noting which clue helped.

I am thinking of a shape with 4 equal sides , what am I?

Facilitation Tip

With My Own Riddle, provide sentence stems like 'I am thinking of a...' to support word choice for early writers.

What to look for

Provide each student with a card. On one side, write a simple riddle (e.g., 'I have a round face and hands, but no arms or legs. What am I?'). On the other side, ask them to draw the object and write one clue that helped them figure it out.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Start with concrete objects so children can see and touch the clues they are given. Model thinking aloud by saying, 'I know it's a square because all four sides feel the same length.' Avoid rushing to the answer; let students test ideas through trial and error. Research shows that children learn to reason when they have multiple opportunities to verbalize their thinking to peers.

Successful learning looks like students using clues to justify answers instead of guessing randomly. They should explain their thinking clearly and listen to others' reasons before confirming solutions.

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Watch Out for These Misconceptions

• During Pairs: Riddle Swap, watch for students who select shapes based only on color rather than considering all the attributes in the clue.

  Direct students to sort a small set of attribute blocks by color first, then test the clue '4 equal sides' by physically comparing block edges before guessing.

• During Guess the Total, watch for students who assume the hidden amount matches the visible cubes.

  Have students place their own counters on a ten frame while you cover some with a cloth, then count both visible and hidden parts together aloud.

• During Clue Board Puzzles, watch for students who accept the first clue as the only answer without checking the next clues.

  Ask groups to pause after the first clue and predict what other clues might say, then confirm or revise their guess after hearing the next clue.

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Methods used in this brief

• Placemat Activity