Produce
Intrigue
Introduce students to
matrices while they
encode, decode, and
pass secret messages
in math class.
Cheryl L. Avila and Enrique Ortiz
Learning mathematics is challenging.
It requires discipline, logic, precision,
perseverance, and accuracy. It can
also be fun. When mathematics is set
in a context that inspires students to
want to solve interesting problems,
students will have an intrinsic desire
to learn the necessary skills to ac-
complish a specific goal. The game
of Crypto! was designed to introduce
middle school students to matrices
in the context of decrypting a secret
message. In so doing, the concepts of
212 MatheMatics teaching in the Middle school
Copyright © 2012 The National Council of Teachers of Mathematics, Inc. www.nctm.org.
This material may not be copied or distributed electronically or in any other format without written permission from NCTM.
C r
a matrix, rows, elements, equivalent
matrices, inverse matrices, identity
matrices, matrix multiplication, and
solving matrix equations will be
touched on. The game can be played
with or without a graphing calculator,
depending on the learning goals. It
should be explored after students have
a basic understanding of algebra.
set up For crypto!
Students work with a partner. To
begin play, each student devises a
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secret message that he or she will
encode and a partner will decode.
The partners also agree on a key that
they will share to encode and decode
the message. The students need to
convert the letters in their message
into numbers and will use matrices to
encode and decode the message. Each
letter of the alphabet is assigned a
number, with A being 1 and Z being
PESKY MONKEY /ISTOCK
26. A period, comma, question mark,
exclamation mark, and space are also
assigned numbers.
with
y t o!
p
My students use color keys from
four uniquely colored golf tees. I
made wooden blocks with holes for
the golf tees to help students re-
member both the placement and the
color. To keep track of the colored
tees, I assigned each one a number
on the basis of how many letters are
in the name of the color. However,
this step is unnecessary when playing
the game because the key can simply
be numerical and written on paper
instead.
setting the stage
To introduce the activity and elicit
interest in its completion, I give stu-
dents some background information
on cryptography with the following
scenario:
The National Security Adminis-
tration (NSA) needs to get a mes-
sage to an undercover operative
working on a top-secret operation
vital to the nation’s security. The
NSA has recruited you, a middle
school student, with a working
knowledge of algebra to help with
the transfer of information. They
have given you the 2 × 2 code key
in which to encipher the message
and have told you the secret mes-
sage. Your mission is to correctly
encipher the message that only you
know and pass it on to the under-
cover operative. Once the message
is received, the undercover opera-
tive will decipher it and protect
our country’s national security.

Vol. 18, No. 4, November 2012 ● MatheMatics teaching in the Middle school 213
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 Students set up their
codes using golf tees.
Cheryl Goebel

Cheryl Goebel
Crypto! supplies are
relatively simple to procure.

Coding and decoding
in pairs
The first time that the game is
played, activity sheet 1 is given to
each student. The students follow
the steps on the first page and fill in
their matrices. Then they use the key
and the message matrix along with
matrix multiplication to encode the
message. Encoded messages are then
exchanged between partners.
After receiving the encoded mes-
sage, students must then decode their
partner’s message using the key’s
inverse matrix. Next, they will need to
convert the numerical message back
to letters using the chart shown in
figure 1. The steps for decoding are
on activity sheet 2. This sheet gives
students the opportunity to decode
a secret message before they are
familiar with the process. After a few
rounds with the process, and as the
students become more familiar with
encoding and decoding the messages,
they should no longer need the struc-
ture provided by the printed activity
sheet.
At times, students may get lost
in the encoding or decoding process.
Therefore, I display a flow-chart visu-
al (see fig. 2) on the overhead projec-
tor while students work through their
message. If they get lost, I refer them
to the chart. As with activity sheet 2,
after a few rounds the students no
longer need to refer to it.
When students are deciphering
their partner’s message, they often
mistakenly use the 2 × 2 key instead
of the inverse of the 2 × 2 key. They
type [A][C] instead of [A]-1[C] into
the calculator. The result is a matrix
with large numbers that cannot
be decoded. If this occurs and the
student asks for assistance, use this
teachable moment to remind the
student how the use of the inverse
matrix in solving matrix equations is
similar to the use of the reciprocal in
solving algebraic equations with frac-
tions. If the student did not use the
reciprocal when solving an algebraic
equation with fractions, the answer
would also be incorrect.
Depending on the learning goals
of the instructor and the mathematics
level of the students, this game can be
easily adapted for use with a graphing
calculator. Once the coded messages
are converted into numbers, students
can use the matrix function of the
calculator to input matrices, multiply
matrices, and identify the inverse
matrix. If working with matrix multi-
plication and finding inverse matrices
are skills that the teacher wants the
students to master, this game provides
the repetition necessary for student

Fig. 1 Students use this table to convert letters to numbers and numbers back into letters.

A B C D E F G H I J K L M N O
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

P Q R S T U V W X Y Z . ? ! space
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Red = 3 White = 5
Blue = 4 Yellow = 6

214 Mathematics Teaching in the Middle School ● Vol. 18, No. 4, November 2012
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 encoding
messages keeps
students on task.
mastery. The game of Crypto! also
presents a context for the application
of these skills in a fun and challeng-
ing activity.

More Mysterious scenario

CHERYL GOEBEL
Once the students have successfully
decoded their partner’s message, I
display the second half of the scenario
and ask all students to repeat the
process using the following message Fig. 2 A flow chart provides a visual reminder of the encoding and decoding process.
that I provide:
Convert letters to numbers
On your return to the NSA (alphabet on board)
and the successful completion
of your mission, the commander
congratulated you and gave ➡
you a piece of paper with the Encrypt numbers using
following encrypted message: the 2 × 2 code [A] × [B]
➡
 17 49 61 74 21 40 9 79 
 
 28 86 94 146
17 39
49135
6116 74 40 9 79 
191 21

 28
Type in [C].
Put encrypted message on code
49 94 146 39 135 16 191
sheet, and pass to partner ➡ Put partner’s message into [C]

➡
 2 1 
 
 3 4  Decipher partner’s message
[A]-1 × [C]
Type in [A].
figure 3
You may have to remind students that ➡
2 3   1decipher
to 2 3 this message, they  need to
 + type
  
= use the flow  chart
5 6   4 [A] 5 [C] 6  and
-1
 
 7 fig.
8 9  (see 8 2)9 to reveal
 the hidden mes-
sage of “Have a nice day!”
1 2 3  1 2 3   
I also
 give an identical
 +  pretest and Fig. 3 This Crypto! quiz was given both before and after the activity.
posttest 4 5 6 6  = 
4 5students’
 (see fig. 3) toassess 
 7 On
knowledge. 8 9the pretest,
 7 8questions
9    is a matrix?
1. What
2 and 4 are usually answered correct-
ly: Noting the difference between a 2. What is the difference between a row and a column?
row and column and adding matrices.
3. When do you use the x-1 key on your calculator?
Students are unsure of questions 1,
3, and 5, however: What is a matrix,
4. Add these two 3 × 3 matrices:
how or when to use the x-1 key on
their calculator, and how to multiply
matrices. The most common error 1 2 3  1 2 3   
 + = 
involving matrices is to multiply the  4 5 6  4 5 6   
numbers in the same location, using  7 8 9   7 8 9   
the same process as addition. On the
posttest, most students are able to an- 5. Multiply the matrices in problem 4.
swer those three questions correctly.

Vol. 18, No. 4, November 2012 ● MatheMatics teaching in the Middle school 215
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Alignment with Common Why play games?
Playing games in the classroom has
Core State Standards been shown to be a successful strategy
for teaching mathematics when used
Crypto! was developed with the Common Core State Standards for Mathematics as a teaching tool. “A game is an ac-
(CCSSM) and its Mathematical Practices in mind (CCSSI 2010a). tivity performed under strict rules in
By introducing matrices in middle school, students will have experienced which players seek to participate be-
them when they occur in high school. In the high school Common Core cause it is fun and challenging” (Falco
Number and Quantity area, one domain, Vector and Matrix Quantities, 2001). A good game for a mathemat-
contains six standards, N-VM.6. to N-VM.11. Using matrices to represent ics classroom should give students
and manipulate data and multiplying matrices by scalars to produce new the opportunity to observe patterns
matrices are just two areas discussed. and use their logical reasoning to find
The strand N-VM.9 states that students should “understand that, unlike
a solution to a unique situation. The
multiplication of numbers, matrix multiplication for square matrices is not
structure of a good game requires the
a commutative operation” (CCSSI 2010a, p. 61). The CCSSM Introduction
states, “The middle school and high school standards call on students to player to perform the specific think-
practice applying mathematical ways of thinking to real world issues and ing skills determined by the teacher;
challenges; they prepare students to think and reason mathematically” the fun of the game results in stu-
(CCSSI 2010b). Crypto! allows students the opportunity to do just that. dents engaging in the repeated play
CCSSM also states, “The Standards set a rigorous definition of college that is necessary to master the skills.
and career readiness, not by piling topic upon topic, but by demanding that As a student masters the basic skills
students develop a depth of understanding and ability to apply mathematics necessary for the game, the focus of
to novel situations, as college students and employees regularly do.” Crypto! the activity shifts from basic skills to
allows students to apply mathematics to a situation that is unique to the higher-order thinking skills, which
players and novel every time it is played. are necessary to develop specific
The Mathematical Practices in CCSSM are prevalent throughout this game.
strategies to find the solution quickly
The use of Crypto! as an interactive, instructional tool allows students the
and efficiently.
opportunity to make sense of problems and persevere in solving them. The
problems are student-created, student-solved, and student-checked for Because classroom games are often
correctness. To understand how the game is played using matrices, the played in teams or with partners, a
student must reason abstractly and quantitatively. To develop a matrix that social benefit is gained from teaching
accurately reflects the message and encode the matrix to send the message this structured activity in the class-
to another, the student is being asked to model with math and be precise so room. Games such as Crypto! that
that the receiver can accurately decipher the original message. As Crypto! is require students to interact and com-
used throughout the matrix unit, the student will be given the opportunity to municate with one another to solve a
look for and express regularity in repeated reasoning. problem help build students’ social re-
lationship skills. Unlike sports, where
players are often adversaries, Crypto!
Encouraging curiosity by going to the Federal Bureau of does not promote an adversarial
At the end of the activity, I often hear, Investigation (FBI) website: http:// relationship among the players. Both
“That was fun!” or “I want to do that www.fbi.gov/news/stories/2009/ players can be equally successful; in
again.” Once I have gone through the december/code_122409 where they fact, the success of one player can lead
activity with the entire class, most can find the online activity “Can You to the success of the other. The fun of
students can play independently with Crack a Code?” Students can also playing a challenging game can reduce
little or no assistance from the teacher. be directed to books such as Codes, the pressures that lead to conflict, thus
This makes a perfect activity for Ciphers and Secret Writing by Martin helping to build positive social rela-
those unexpected days when students Gardner (1972). The teacher might tionship skills that students will find
finish their assignments early or an wish to highlight or discuss scenes necessary later in the workplace.
unplanned school activity disrupts the from the 2001 movie Enigma about
normal class schedule. the German cipher machine used Games: a valuable tool
I encourage students who are during World War Two. However, Because this activity is student-
interested in cryptography to try the movie’s R rating should preclude centered, it allows the teacher to
their hand at actual cryptanalysis student access. focus on the students’ mathematical

216 Mathematics Teaching in the Middle School ● Vol. 18, No. 4, November 2012
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processes while they are engaged in
the game. This activity allows stu-
dents to become engaged in their own
learning processes and the learning
processes of other participants. If
the message is not decoded correctly,
partners must work together to find
the mistake and correct it. Learning
mathematics is challenging, but so can
be the teaching of mathematics. The
challenge for the teacher is to find and
use tools that motivate students to
persevere and master the skills that are
being introduced. Games used as in-
structional activities, such as Crypto!
may be one tool in a teacher’s toolbox
that accomplishes this goal.
References
Common Core State Standards Initiative
(CCSSI). 2010a. Common Core State
Standards for Mathematics. Washing-
ton, DC: National Governors Associa-
tion Center for Best Practices and the
What’s the
Introducing Three New Titles in the Landmark Essential Understanding Series
NEW
Developing Essential
Understanding of Proof
and Proving in
Grades 9–12
By Amy B. Ellis,
Kristen Bieda,
and Eric Knuth
Stock # 13803
Council of Chief State School Officers.
http://www.corestandards.org/assets/
CCSSI_Math%20Standards.pdf.
———. 2010b. “Myths vs. Facts.”
Common Core State Standards for
Mathematics. Washington, DC: Na-
tional Governors Association Center
for Best Practices and the Council of
Chief State School Officers. http://
www.corestandards.org/about-the-
standards/myths-vs-facts.
Falco, Bob. 2001. “Why Play Games?”
http://ebookbrowse.com/why-
play-games-cag-march-2001-pdf-
d314282584 .
Federal Bureau of Investigation (FBI).
“Can You Crack a Code?” http://www
.fbi.gov/news/stories/2009/december/
code_122409.
Gardner, Martin. 1972. Codes, Ciphers and
Secret Writing. New York: Simon &
Schuster.
Kahn, David. 1967. The Codebreakers: A
Comprehensive History of Secret
Big Idea?
Rose Mary Zbiek, Series Editor
NEW
Developing Essential
Understanding of Geometry
for Teaching
Mathematics
in Grades 6–8
By Nathalie
Sinclair, David
Pimm, and
Melanie Skelin
Stock # 14122
For more information or to place an order,
please call (800) 235-7566 or visit www.nctm.org/catalog.
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Communication from Ancient Times to
the Internet. New York: Scribner.
SET Enterprises. “Games of Fun,
Perception and Challenge.”
http://www.setgame.com/
Cheryl L. Avila, cherie
.avila@cfl.rr.com, is a doc-
toral student at the Univer-
sity of Central Florida. She
is interested in problem
solving and collaborative
learning, and she also
enjoys professional devel-
opment workshops and
working with new teachers. Enrique Ortiz,
enrique.ortiz@ucf.edu, teaches mathemat-
ics methods courses at the University of
Central Florida in Orlando. He is interested
in preservice teachers’ development of
teaching and assessment goals; mind,
brain, and education research applications;
and the development of activities involving
games and technology.
NEW
Developing Essential
Understanding of Geometry
for Teaching
Mathematics in
Grades 9–12
By Nathalie
Sinclair, David
Pimm, and
Melanie Skelin
Stock # 14123
217
activity sheet 1
Name ______________________________

CRYPTO: SECRET MESSAGE

Part 1—Generate the Coded Message

You and your partner need to agree on a color key. Place the tees in the correct positions on both sides of the board, with
the same color in the same location (i.e., upper right, and so on). The tees will not be mirror images. Once the tees are
properly placed, put the partition in the slot to separate the work spaces.

1. Convert the matrix of color tees into a 2 × 2 number matrix to create your key matrix. The only rule for the key matrix is
that the product of the diagonals cannot be equal.

2. Enter your key matrix in your graphing calculator as follows—Press the MATRIX key, then move the cursor right to EDIT,
then press ENTER. Type in the dimensions, which are 2 × 2 for the matrix above, and then type in the numbers above
for matrix [A].

3. Write your message in words here: ___________________________________________

4. Write your message using the corresponding number for each letter, period, question mark, or exclamation point in your
message. Your message must contain an even number of characters.

5. Write your message as a string of numbers here: ____________________________________

6. Use the alphabet on your partition to encrypt your message into numbers. Fill out the matrix by completing down the
first column, then the second, etc.

This is your MESSAGE matrix. Remember: You do not need to fill in all of the spaces provided, just complete a column.

For example, “I love math!” would look like this:

9 12 22 30 1 8

30 15 5 13 20 29

This is a 2 × 6 matrix because it has 12 characters.

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activity sheet 1 (continued)
Name ______________________________

7. Go to MATRIX, right to EDIT, down to [A]. Type in the dimensions, 2 × n (where n is the number of columns in your
message matrix), and then type in the matrix. Enter your message matrix into [B] in the calculator.

8. Multiply the key matrix by your message matrix as [A] × [B].

The dimensions of the resulting matrix have the same number of rows as the first matrix and the same number of
columns as the second matrix:

[2 × 2] × [2 × n] = [2 × n]

Fill out the matrix below with the encrypted message. Tear off the matrix from this page, and pass it to your partner.

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activity sheet 2
Name ______________________________

CRYPTO: SECRET MESSAGE

Part 2—Decode a Coded Message
1. Once you receive your partner’s encrypted message matrix, store it in matrix [C] on your calculator.

2. Go to MATRIX, right to EDIT, down to [C]. Type in the dimensions, 2 × n, and then type in the matrix.

3. Next, find the inverse matrix ([A]-1) of your key matrix ([A]). Change the elements in the matrix into fractions by
pressing the MATH key > FRAC.

4. Multiply the INVERSE matrix ([A]-1) by the ENCRYPTED message matrix ([C]) you received as [A]-1 × [B] = [C].

5. Put the number DECRYTPTED matrix below:

6. Convert your number MESSAGE matrix into a letter matrix using the corresponding letter for each number.

7. Write the decrypted message here: ___________________________________________

8. Tell your partner his or her secret message.

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