Fun with Sudoku (Gr 4-6, LESSON 1): Sudoku rules. The TMB procedure

Fun with Sudoku  (Gr 4-6, LESSON 1): Sudoku rules. The TMB procedure
Fun with Sudoku  (Gr 4-6, LESSON 1): Sudoku rules. The TMB procedure
Fun with Sudoku  (Gr 4-6, LESSON 1): Sudoku rules. The TMB procedureplay
Fun with Sudoku  (Gr 4-6, LESSON 1): Sudoku rules. The TMB procedure
Fun with Sudoku  (Gr 4-6, LESSON 1): Sudoku rules. The TMB procedure
Fun with Sudoku  (Gr 4-6, LESSON 1): Sudoku rules. The TMB procedure
Fun with Sudoku  (Gr 4-6, LESSON 1): Sudoku rules. The TMB procedure
Fun with Sudoku  (Gr 4-6, LESSON 1): Sudoku rules. The TMB procedure
Fun with Sudoku  (Gr 4-6, LESSON 1): Sudoku rules. The TMB procedure
Fun with Sudoku  (Gr 4-6, LESSON 1): Sudoku rules. The TMB procedure
Created BySudoku Guy
Format
Presentation (Powerpoint) File (898 MB|9 +2 videos.)
Standards
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  1. This is a 5-resource bundle for grades 4-6. It assumes that students have not done the Fun with Sudoku Guy bundle for K-3. Consequently, the first resource is for those have not seen the K-3 bundle. This bundle takes students step by step to the stage where they can solve simple sudoku puzzles using
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Description

This is the first of 5 lessons showing students how to solve simple sudoku puzzles. It is a step-by-step procedure using PowerPoint, printable activities and videos where Robin the Sudoku Guy demonstrates the procedures, rules, and skills needed to solve.

In this lesson students are shown how to solve horizontal blocks using the TMB, (Top Middle Bottom.) The key is to look for a number to see if it is in 2 out of 3 horizontal blocks. When this is the case we can find out where that numbers goes in the 3rd horizontal block.

By the time students reach the 5th lesson they will be able to solve simple sudoku puzzles with one number or two numbers missing in a row, column, or block. Watching the videos is fun.

5 lessons for Gr 4-6 Printable activities and worksheets plus demo videos.

FOR TEACHERS

  • watch the video to learn how to spot a number which is in 2 horizontal blocks but not in the remaining horizontal block using TMB
  • go through slides and videos as a class or use it as a math work station (Your choice... I'm pretty entertaining!)
  • individual or group activities and worksheets include puzzles to solve
  • videos to watch as a class or for teacher to form lesson plan
  • teacher guide in presentation notes under the slide
  • answer key when appropriate

EXPLORE

  • logical thinking, spacial relationships, and number sequenceing
  • new vocabulary e.g. row, column, block, cell, grid horizontal, vertical
  • the videos are fun to watch. They teach a step by step approach

RESULTS

  • Students will be able to know how to solve a missing number using TMB
  • Students will know the rules of sudoku, paricularly that no row can have a repeated number
  • Students will learn new vocabulary, e.g. row, column, block, grid, horizontal, and vertical
  • Above all I wish students to have fun

Don't forget!

There are 12 lessons in total, and 2 bundles. (K-gr3 and Gr 4-6)

Robin the Sudoku Guy

After 15 years doing sudoku puzzles, and having created the popular Sudoku Guy series, I saw a need for online tutorials designed for the young. The lessons and tutorials start with simple exercises for beginners and move through tips for those ready to tackle more difficult puzzles. Thanks to a teaching career that spanned kindergarten through university, and with a background in theatre and television, I developed a fun, easy-to-understand, step-by-step series. Each session involves a video and printables. The enthusiasm of the young people who field tested them confirmed my intuition, that sudoku is a terrific aid for assisting them to learn more about thinking skills and spatial relationships.

Here is a recent testimonial.

Hi Sudoku Guy, Thankyou for making such good videos with great tips. My son Mohammed" of 4th grade had participated in a national sudoku competition. He watched many of your videos and used all of the tips and tricks from the videos. And the results were out. We were happy to see that my son has bagged first place in the competition. So, we would like to thank you for all the good videos

Total Pages
9 +2 videos.
Answer Key
Not Included
Teaching Duration
30 minutes
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Standards

to see state-specific standards (only available in the US).
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
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.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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