## Which Numbers? (1)

I am thinking of three sets of numbers less than $101$. They are the red set, the green set and the blue set.

Can you find all the numbers in the sets from these clues?

These numbers are some of the red set: $19, 37, 55, 73, 82$, but there are others too.

These numbers are some of the green set: $5, 30, 35, 50, 70,100$, but there are others too.

These numbers are some of the blue set: $18, 27, 54, 72, 81, 99$, but there are others too.

These numbers are in one of the sets: $9, 10, 15, 37, 36, 85$, but there are others too.

These numbers are in two of the sets: $45, 55, 90$.

These numbers are not in any of the sets: $4, 12, 26, 42, 56, 77, 97$, but there are others too.

There are nine numbers altogether in the red set, eleven numbers in the blue set and twenty numbers in the green set.

There are three numbers that are in two of the sets.

There are no numbers that are in all three sets.

There are $63$ numbers altogether that are not in any of the sets.

You can download

a sheet of all this information that can be cut up into cards.
Can you find the rest of the numbers in the three sets?

Can you give a name to the sets you have found?

### Why do this problem?

This problem requires learners to see the connections between numbers in a set and so find the rest of the set. They will need to make and test hypotheses, and justify their reasoning.

### Possible approach

You could start by using

this interactivity during a 'warm-up' activity. Choose a particular property and drag one number with that property onto the left side of the grid. Invite the group to work out what the property is that you have chosen by calling out other numbers, which you then place on the appropriate side of the grid. Can they decide
upon the 'rule' in as few guesses as possible?

The class could then work in pairs on the problem itself so they can talk through their ideas with a partner. They will need

this sheet of information about the numbers, which can be cut up into cards to make it easy to use. Observing how children record as they work
on this challenge will be very informative for you. This special hundred square c

ould help some learners to record if they are struggling to find their own way. The different groups of numbers, the red set, the green set and the blue set could be recorded like
this:
Using a hundred square to record (whether it is the special one or a 'standard' one) will reveal patterns and therefore may help children work out their properties.

Discussion at the end of the lesson could include not only the sets of numbers that have been found, but also the ways that the children approached the problem. What did they do first? What were their first ideas? How did they decide whether these initial hypotheses could be right? How did they record their thinking? Did they work in a systematic way? How did they know that their solution
was correct?

### Key questions

What is the same about these numbers? What do these numbers have in common?

What do you know about this number? Is that true of any of the others in the set?

How will you keep track of your thinking?

Can you see a pattern on the hundred square?

Can you see any gaps in that pattern?

Why do those numbers make that pattern?

### Possible extension

Learners could try the somewhat

harder problem related to this or the much harder

Ben's Game.

### Possible support

Some learners might need you to suggest using a hundred square and they could start by putting the numbers in the "red set" onto it. Can they find the rest of the numbers in this set?