# Fun with Sudoku Guy (Gr 4-6 LESSON 2): Vertical blocks using LCR

Sudoku Guy
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Presentation (Powerpoint) File (905 MB|7+1 video)
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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• Product Description
• Standards
• this is the second lesson 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
• it can be purchased as an individual resources or as a bundle. In this lesson I teach the LCR procedure
• LCR stands for Left Centre Right. This refers to the columns found on a sudoku grid
• by the time students reach the 5th lesson they will be able to solve simple sudoku puzzles using TMB and LCR 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, worksheets an demo videos.

FOR TEACHERS

• help students look at 3 vertical blocks and spot where a number is missing in 1 of the 3 blocks using LCR. Robin the Sudoku guy will show how this is done in the video
• 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 video)

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 wil be able to solve vertical blocks with 1 number missing in 1 of 3 blocks
• students will be able to observe or spot a number located in 2 out of 3 vertical blocks
• students will know the rules of sudoku, particularly that no column 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

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.
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Total Pages
7+1 video
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Teaching Duration
40 minutes
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