Briefly explain the rules of Krypto to students. The complete rules are included in the Krypto Rules & Strategies Activity Sheet. This sheet is provided for the teachers reference and should not
be distributed to students at the start of the lesson. As students
begin to play, they may ask questions such as
- Do we need to use all the cards? [Yes.]
- Do we need to use them in the same order that they appear? [No.]
- Do we have to use all four arithmetic operations? [No.]
- Can we use parentheses? [Yes.]
- Can we connect two digits to form a 2-digit number? [No, concatenating digits is not allowed.]
You should be familiar enough with the rules to be able to answer questions that arise when students start playing the game.
Kypto Rules & Strategies Activity Sheet
To play a sample hand with all students, display the following 5 numbers for all students to see:
Tell students that they need to use those 5 cards to create a target
number of 10. Ask students to work on this individually for 45 seconds,
which is usually enough time for most students to find at least one
solution. Then, ask them to work with a partner for another 90 seconds.
They should compare solutions, noting any differences. If neither of
them found a solution, they should work together to find one. If they
both found solutions, they should work together to find a third
For the cards 3, 2, 6, 1, and 9 with target number 9, there are many possible solutions, several of which are shown below:
- 6 + 9 – 3 – 2 – 1 = 9
- 3 + 2 + 1 + 9 – 6 = 9
- 9 × (1 + 2 + 3) ÷ 6 = 9
- 9 + (3 × 2 × 1) ÷ 6 = 9
- (3 × 6) × (2 – 1) – 9 = 9
- (9 × 2 × 1) ÷ (6 ÷ 3) = 9
- (9 × 2 × 1) ÷ 6 × 3 = 9
- 9 – 6 × (2 – 1) × 3 = 9
Note that the first 2 solutions in the list above use only addition
and subtraction. Solutions using addition and subtraction only are
generally easier to find than those involving multiplication and
division. A method for determining whether a solution using only
addition and subtraction is possible is discussed in the Extensions section.
After sharing the above example with students, you may want to
let them play the game for a while on their own, in pairs or in small
groups. There are several options for doing this:
- Order a pack of Krypto cards from your local educational supply store. You may also choose to purchase a card set through a third party, which can be found using a search on the internet.
- Download the Krypto Spreadsheet, which can be used to generate a set of 5 numbers and a target number.
- Play the Illuminations' online version of Primary Krypto
(which only uses the numbers 1 to 10). Unlike the paper and spreadsheet
options above, this online version also provides a solution with every
Online Primary Krypto
After students have played several hands, ask them to think about
strategies that would be helpful for finding a solution. Ask them,
- Are there any cards that are particularly good? Why?
- Are there any cards that are troublesome?
- Can you ever use just some of the cards to get started? That
is, can you use just 2 or 3 cards to make a good number? If so, how?
You’ll certainly need to ask other questions to get students
thinking, but you want to elicit some of the strategies that are
discussed on the Krypto Rules & Strategies handout.
Math Concepts from Krypto Strategies
Some of the strategies that students discover will provide
opportunities to discuss math concepts in a fun context. In particular,
two concepts are readily apparent in this game:
- Multiplicative Identity Property — This is the algebraic property that says any number multiplied by 1 is equal to itself. Symbolically, a × 1 = a.
In Krypto, students realize that getting an intermediate result of 1
can often be helpful. In particular, if four of the cards can be used
to make 1, and the fifth card equals the target number, then
multiplying the fifth card by 1 gives a solution.
- Additive Identity Property— This is the algebraic property that says any number added to 0 is equal to itself. Symbolically, a + 0 = a.
An intermediate result of 0 can often be helpful for the same reason
that 1 is helpful. If four of the cards can be used to make 0, and the
fifth card equals the target number, then adding the fifth card to 0
gives a solution.
Order of Operations
Krypto can also be used to introduce the order of operations and
to reinforce the idea of translating verbal statements into
mathematical expressions and equations.
When identifying solutions, students often use "implicit
parentheses." That is, they introduce grouping symbols when explaining
their solutions, although they may have no idea that they are doing so.
For example, one of the solutions given above was
9 × (1 + 2 + 3) ÷ 6 = 9
To explain this solution, students may grab the 1, 2, and 3 in their left hand and say,
1 plus 2 plus 3 makes 6…
They will then grab the 6 with their right hand and say,
…then 6 divided by 6 is 1…
And finally, they will grab the 9 and say,
… and 9 times 1 is 9.
Without even realizing it, students are using their hands as
grouping symbols. Holding the 1, 2, and 3 in one hand, they are
implicitly putting parentheses around these cards before dividing by 6.
The cards shown in the figure above correspond to the symbolic
expression (3 + 2 + 1)÷ 6, which is equal to 1, and students can then
multiply the leftover 9 by 1. (Alternatively, if grouping symbols were
not used, the expression would be 1 + 2 + 3 ÷ 6, which is equal to
when the order of operations is applied.)
Because students do grouping naturally, it provides a nice
introduction to grouping symbols and the order of operations. Use this
as a teaching opportunity to show students how the solutions they
describe verbally can be translated into a written mathematical
expression. It’s also important for them to understand why it
should be translated that way. If that same expression were given to a
mathematician or engineer, or entered into a calculator without
parentheses, the result would be calculated as follows:
9 × 1 + 2 + 3 ÷ 6
9 + 2 +
The difference between this answer and the previous answer is a
result of applying the order of operations, in which multiplication and
division are done before addition and subtraction.
Allow students to play several more hands of Krypto, but this
time challenge them to translate their solutions into mathematical
expressions that use grouping symbols and adhere to the order of
operations. Circulate among students as they work. It may be necessary
to work through one or two examples with those groups who are
The Order of Operations Activity Sheet will allow students to practice Krypto and writing the
resulting expressions. Note that the examples on this worksheet
progress from relatively easy (Question 1) to very difficult
Order of Operations Activity Sheet
Completing this activity sheet as a self-guided activity will
allow students to practice or discern the order of operations on their
own. When they solve a Krypto challenge and generate an expression,
they can check their work by entering the same expression into a
scientific calculator. If they made a mistake with the order of
operations when generating their expression, the calculator will not
give the correct result.
A follow-up discussion can be used to check answers on the
activity sheet. In particular, students can discuss their solutions to
the Krypto challenges, and the class can discuss the correct expression
to represent each solution.
Solutions — Order of Operations Activity Sheet
- (5 + 2) × (6 – 4 – 1) = 7
- (3 × 7) ÷ (20 + 1) × 12 = 12
- (9 + 3) ÷ (2 × 6) × 17 = 17
- (9 – 4 – 2) × 11 – 22 = 11
- (6 × 21 – 7 × 17) × 2 = 14
- (16 – 8 – 4 – 2) × 5 = 10
- (21 ÷ 3) × (3 × 4 ÷ 12) = 7
- (11 + 15 + 24) ÷ 2 – 17 = 8
- (4 × 7 × 11 + 15) ÷ 19 = 17
- 11 × 18 × 3 – 23 × 25 = 19
Note that other solutions may be possible.
Questions for Students
1. What are some strategies that can be used to find a solution in Krypto?
[If one of the 5 cards is equal to the target number, try to get 0 or 1 with the other four cards. Then, you can multiply by 1 or add 0 to find the solution. More generally, both 0 and 1 are good intermediate results to obtain, because of the additive identity property and multiplicative identity property.]
2. Why is the order of operations important?
[It ensures that the values of expressions are always computed in the same way. For instance, the value of 3 + 4 × 5 would be 35 if calculations were done left-to-right, but its value is 23 if the order of operations is used. There is less likelihood of confusion if everyone uses one consistent method for evaluating expressions.]
- Were students excited about this lesson? How can you help to engage those students who were not enthused about this lesson?
- What modifications would you make if you were to teach this lesson again?
- How did you challenge the high achievers while still providing adequate support to struggling students?
- How did students demonstrate that they understood the
mathematics of the lesson? That is, how did you ensure that they were
learning something instead of just playing a game?
By the end of this lesson, students will:
- Investigate the game of Krypto and develop strategies for finding solutions efficiently.
- Explore the order of operations using Krypto challenges.
NCTM Standards and Expectations
- Understand the effects of multiplying and dividing whole numbers.
- Understand and use properties of operations, such as the distributivity of multiplication over addition.
- Develop fluency in adding, subtracting, multiplying, and dividing whole numbers.
- Identify such properties as commutativity, associativity, and distributivity and use them to compute with whole numbers.
- Develop an understanding of large numbers and recognize and appropriately use exponential, scientific, and calculator notation.
- Develop meaning for integers and represent and compare quantities with them.
- Understand the meaning and effects of arithmetic operations with fractions, decimals, and integers.
Common Core State Standards – Mathematics
Grade 3, Algebraic Thinking
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Grade 5, Algebraic Thinking
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Common Core State Standards – Practice
Reason abstractly and quantitatively.
Attend to precision.