Guess the number

Objective: The objective of the game is to guess a hidden number chosen by the teacher or another student within a specified range.

Materials Needed:

  • Whiteboard or large paper for writing clues
  • Markers or chalk
  • Number cards or a number line for visual reference

Setup:

  • Choose a number range suitable for third graders (e.g., 1 to 100).
  • Decide on the number of guesses each student gets (usually around 5 to 10).
  • Select one student to be the ‘chooser’ or have the teacher choose the number secretly.

Gameplay:

  • The teacher or student secretly selects a number within the chosen range.
  • Students take turns guessing the number.
  • After each guess, provide clues such as “higher” or “lower” to guide students toward the correct answer.
  • Encourage students to use logical reasoning to narrow down their guesses efficiently.

Learning Objectives:

  • Develops logical thinking and deductive reasoning skills.
  • Reinforces number recognition and understanding of number ranges.
  • Encourages participation and listening skills as students wait for clues.

Variations:

  • Instead of ‘higher’ or ‘lower’, use clues related to math concepts (e.g., multiples of 5, odd/even).
  • Allow students to work in pairs to guess the number collaboratively.

Learn with an example

🗼 I am an odd, one-digit number. I am greater than 7.

  • First, start with the descriptions that tell you the highest and lowest possible answers:
  • “I am a one-digit number.” and “I am greater than 7.”
12345678910
11121314151617181920
21222324252627282930
31323334353637383940
41424344454647484950
51525354555657585960
61626364656667686970
71727374757677787980
81828384858687888990
919293949596979899100
  • Now find this number:
  • “I am an odd number.”
  • The number is 9.

🗼 I am a two-digit number. I have a two in the tens place. You say me when you count by fives but not when you count by tens.

  • First, start with the description that tells you the highest and lowest possible answers:
  • “I am a two-digit number.”
12345678910
11121314151617181920
21222324252627282930
31323334353637383940
41424344454647484950
51525354555657585960
61626364656667686970
71727374757677787980
81828384858687888990
919293949596979899100
  • Next, pick another description to narrow down the list:
  • “I have a two in the tens place.”
12345678910
11121314151617181920
21222324252627282930
31323334353637383940
41424344454647484950
51525354555657585960
61626364656667686970
71727374757677787980
81828384858687888990
919293949596979899100
  • Next, pick another description to narrow down the list some more:
  • “You do not say me when you count by tens.”
12345678910
11121314151617181920
21222324252627282930
31323334353637383940
41424344454647484950
51525354555657585960
61626364656667686970
71727374757677787980
81828384858687888990
919293949596979899100
  • Now find this number:
  • “You say me when you count by fives.”
  • The number is 25.

🗼I have a three in the one’s place. I am greater than 13 but less than 33.

  • First, start with the descriptions that tell you the highest and lowest possible answers:
  • “I am greater than 13.” and “I am less than 33.”

2
345678910
11121314151617181920
21222324252627282930
31323334353637383940
41424344454647484950
51525354555657585960
61626364656667686970
71727374757677787980
81828384858687888990
919293949596979899100
  • Now find this number:
  • “I have a three in the ones place.”
  • The number is 23.