1. Topic-
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2. Content-
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3. Goals: Aims/Outcomes-
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The students will be able to look at a pattern and be able to determine
if a square is colored or left blank given a mathematical formula.
The students will work independently, in groups, and follow along
with the teacher. |
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4. Objectives-
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1.MP.1. Make sense of problems and persevere in solving them.
1.MP.2. Reason abstractly and quantitatively.
1.MP.3. Construct viable arguments and critique the reasoning of others.
1.MP.4. Model with mathematics.
1.MP.5. Use appropriate tools strategically.
1.MP.8. Look for and express regularity in repeated reasoning. |
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5. Materials and Aids-
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| A Griddler pattern of the teacher's choice. |
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6. Procedures/Methods-
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A. Introduction-
The teacher will draw a griddler on the board or display one on
the whiteboard using technology. The teacher will ask the students
if they know what the puzzle is. The students are free to guess. There
are many names for the puzzle in question but the agreed upon name
is a Griddler. It is a number puzzle that forces people to use logic
and mathematics to solve a number puzzle.
The teacher will then do a short lecture on what a logic puzzle is.
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B. Development-
The teacher will ask the students if they have any idea how to solve
the puzzle. If none of the students venture a guess give them some
hints. Model how to solve the Griddler answering any questions along
the way.
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C. Practice-
Hand out a moderate difficulty Griddler and break the students up
into groups. Have the groups solve the Griddler. Show them the answer
when they are done. Make sure to give each group a different Griddler
so that they are not tempted to copy.
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D. Independent Practice-
The students will be let loose on an easier Griddler than the one
that they did in groups. Make them varied so there is no cheating.
Since the pattern is unique to the puzzle given the numbers it is
easy to weed out students that do not get it.
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E. Accommodations (Differentiated Instruction)-
| The griddler can be used on the computer. It can also be made into
a manipulative. For gifted students there are many harder Griddlers
including ones that use multiple colors. For lower achieving students
the grid for a Griddler can be reduced to accommodate their ability. |
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F. Checking for understanding-
The students will hand in their very own Griddler. This Griddler
will have a unique design (there are literally tens of thousands of
them floating around the net). If they get the design correct then
they will show mastery of the concept.
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G. Closure-
| explain to the students that this puzzle is representative of the
basics for probability. This will help them ease into the idea. |
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7. Evaluation-
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The students will be evaluated during the class discussion, during
the group work, and individually through their puzzle.
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8. Teacher Reflection-
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| The lesson could be improved with the addition of technology. This
could easily be done but is dependent on what the school has and does
not have. There could be additional practice and a more detailed lesson
on logic problems involving science in the area of classification
as Griddlers are also a good tool to teach classification because
the numbers correspond to things that either are true or are not true. |
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