# Differentiated Valentine's Day Logic Problem: The Great Chocolate Disaster

Created ByAWordOnThird
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Resource Type
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PDF (16 MB|12 pages)
Standards
\$2.99
\$2.99
• Product Description
• Standards

This Valentine's Day logic puzzle can be used year after year with your students. The premise of the problem involves students putting their teacher's chocolates back into the right spots inside of the chocolate box. It is perfect for active and tactile learners; students will cut out each of the chocolate pieces and move them to their designated spot inside of the chocolate box until they have solved the puzzle. It is a concrete method of solving the puzzle for younger learners who may not be as familiar with logic puzzles.

If you use the black and white-version, it can be a nice display for your classroom. Cut out the chocolate box when the puzzle is complete and color the chocolates. Take a piece of construction paper and glue the "box" onto the bottom half. Then fold the top half of the construction paper over it to cover it, which will make your top for the box. Students can decorate the "top" of the box to be whatever they want. Then glue the finished puzzle onto the bottom half of the paper.

The puzzle includes:

~ teaching tips so the puzzle runs smoothly for teachers and students

~ 3 differentiated clue sheets for early elementary students, upper elementary students, and middle school students

~ black-and-white and colored versions of the pieces for the puzzle

~ an answer sheet for students

~ an answer key for teachers

~ 3 versions of the same problem so teachers who identify with the pronouns "he," "she," or "they," can use it each year

Don't see a pronoun you identify with? No problem! I'm super excited to add another version for you and add it to this product. Just let me know by shooting an email to awordonthird@gmail.com, and I'll update this product and send it to you for FREE. Thanks for helping me to reach all teachers!

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Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Total Pages
12 pages