Puzzle Stations. A copy of Number Grids Sheets 1-4 for each student.

Größe: px

Ab Seite anzeigen:

Download "Puzzle Stations. A copy of Number Grids Sheets 1-4 for each student."

Julia Giese
vor 5 Jahren
Abrufe

Puzzle Stations Introduction: This is a station lesson consisting of five stations. Students should be divided into groups that circulate around the stations, solving the puzzles as they go.

1 Puzzle Stations Introduction: This is a station lesson consisting of five stations. Students should be divided into groups that circulate around the stations, solving the puzzles as they go. Station 1: Number Grids Resources: A copy of Number Grids Sheets 1-4 for each student. Tutor instructions: Each grid is a square made up of cells that can be filled with numbers. There is a horizontal jump and a vertical jump for each grid. The number in the next cell increases by the value of the jump. As you can see in the example below, if the horizontal jump is 6, the middle number in the top row should be 6 greater than the top left number, 0. So we put a 6 in the cell next to 0. Moving right the last number on the top row shuld be 6 greater than the middle number, 6, and so we put 12 in this cell.

In the top cell we have 0 so the cell below should be 4 greater than 0. We put 4 in the middle cell.

2 The completed top row looks like this: In this example the vertical jump is 4. Let us work down the first column. In the top cell we have 0 so the cell below should be 4 greater than 0. We put 4 in the middle cell. The bottom number should be 4 greater than 4. So, we put 8 in the bottom cell. Next, we complete the remaining cells, noticing that we now have a choice whether to work along rows or columns.

3 Let us work along the rows and do the middle row, writing in 10 and 16. Finally, we fill in the bottom row. The completed grid is:

4 Station 2: Blocks Resources: A copy of Block Sheets 1-3 for each student. A die. (Not absolutely necessary but, if you are using one, please check that opposite faces sum to 7.) Tutor instructions: For Sheet 3 you should point out that the sum of opposite faces of a die is always 7. Students can check their answers to Sheet 3 if they have a die to hand. Of course they should try to figure it out first without the die. Station 3: Kakuro Resources: A copy of Kakuro Sheets 1-3 for each student. Tutor instructions: Kakuro is a Japanese number puzzle. It is similar to a crossword in that you are given horizontal clues and vertical clues. However, instead of letters the grid is filled with digits from 1 to 9. The grid s cells need to be filled in with these digits so that they sum to the given clue numbers. You are not allowed to use the same digit more than once to obtain a given sum. Each Kakuro puzzle has a unique solution.

Let us take a look at an example. This is an example of a 3 3 Kakuro: We notice that there are two horizontal and two vertical clues. Let us start with the vertical clue 5.

5 Let us take a look at an example. This is an example of a 3 3 Kakuro: We notice that there are two horizontal and two vertical clues. Let us start with the vertical clue 5. We know that in this column we might use the digits 1, 2, 3 or 4. Look at the cell marked with?. Immediately we can rule out placing the digit 1 here because it would require 4 to be placed in the cell below. Then the bottom row would need 0 to be completed but 0 is not allowed in Kakuro. Next, we can rule out 3 for? because it would require 2 to be placed in the cell below. The bottom row would then need another 2 to be completed but this is not allowed in Kakuro: each digit can be used only once per clue.

Finally, we can exclude 4 for? because putting 4 here would require another 4 in the top row. Again you can only use each digit once per clue so this is not allowed.

6 Finally, we can exclude 4 for? because putting 4 here would require another 4 in the top row. Again you can only use each digit once per clue so this is not allowed. We conclude that the only possibility for? is 2 and fill it in: We complete the vertical column having the clue 5 by putting 3 in the bottom cell because 5 = 2 3. We complete the horizontal row having the clue 8 by putting 6 in the first cell because 8 = 6 2. Finally, we put 1 in the remaining cell as it satisfies the clues 4 and 7: 4 = 1 3 and 7 = 6 1. The Kakuro is solved!

7 Station 4: Cubes Resources: A copy of Cubes Sheets 1 2 for each student. A Rubick s cube. (Not absolutely necessary but may be useful for illustrative purposes.) Tutor instructions: It may be useful for the student to imagine the cube as a building. Then you may ask how many small cubes should be removed from each floor in order to make the three holes? So, in the first building, one cube should be removed from each of the top two floors, nine from the third floor, and so on. Alternatively, you might encourage the student to consider the number of small cubes needed to make a tunnel through the buildings. In the first building each tunnel occupies the space left by 5 removed small cubes. There are three such tunnels but how many small cubes are counted more than once in the three tunnels? This is an elegant approach to the problems. Station 5: Word Puzzles Resources: A copy of Word Puzzles Sheets 1-4 for each student.

8 Number Grids: Sheet 1 K 1 Zahlengitter Name: Leitidee Zahl

9 Leitidee Zahl Number Grids: Sheet 2 K 2 Zahlengitter Name:

10 Number Grids: Sheet 3 K 3 Zahlengitter Name: Leitidee Zahl

11 Leitidee Zahl Number Grids: Sheet 4 K 4 Zahlengitter Name:

12 Blocks: Sheet 1 1 How many blocks are needed to make this building? Answer: The building is to be extended to make the smallest possible cuboid. How many extra blocks are needed? Answer:

13 Blocks: Sheet 2 2 How many blocks are needed to make this building? Answer: The building is to be extended to make the smallest possible cuboid. How many extra blocks are needed? Answer:

14 Blocks: Sheet 3 The die is rolled over on the grid in the direction of the arrows as shown in the picture. How many dots will be showing on the upper face when the die arrives in the star box? this building? Answer:

15 Kakuro: Sheet

16 Kakuro: Sheet 2

17 Kakuro: Sheet

18 Cubes: Sheet 1 1 The dark-coloured cubes are taken out leaving holes in the 5-by-5 cube.! The cube in the picture is made up of 5 x 5 x 5 = 125 small cubes. a) Small How dark-coloured many cubes cubes are removed? are removed leaving holes so that you can see Answer right b) through How many to the cubes other side. remain? Answer How many small cubes are removed? Answer:

19 Cubes: Sheet 2 2 The cube in the picture is made up of 5 x 5 x 5 = 125 small cubes. Small dark-coloured cubes are removed leaving holes so that you can see right through to the other side. How many small cubes are removed? Answer:

20 Word Puzzles: Sheet 1 Two fathers and two sons go fishing. Each catches one fish but they take three fish home. How come? Answer:

21 Word Puzzles: Sheet 2 The four Murphy kids are posing for a family photo. They wand to stand in order of height with the tallest on the left and the shortest on the right. Michael is shorter than Maria, Simon is shorter than Melissa and Maria id shorter than Simon. How do the children arrange themselves? Answer:

22 Word Puzzles: Sheet 3 Anne Brown, Bert Green and Carl Black are sitting together on a bench, each with a lollipop. The child with the green lollipop says, Our lollipops are exactly the same colours as our names. Anne replies, Yes, but nobody has a lollipop with colour the same as their name! Who has what colour lollipop? Answer: Anne Bert Carl

23 Word Puzzles: Sheet 4 A full oil canister weighs kg. If it is exactly half-full it weighs 9kg. How much does the empty canister weigh? Answer:

Ähnliche Dokumente

Magic Figures. We note that in the example magic square the numbers 1 9 are used. All three rows (columns) have equal sum, called the magic number.

Magic Figures. We note that in the example magic square the numbers 1 9 are used. All three rows (columns) have equal sum, called the magic number. Magic Figures Introduction: This lesson builds on ideas from Magic Squares. Students are introduced to a wider collection of Magic Figures and consider constraints on the Magic Number associated with such