Fun with Sudoku Guy. (Gr 4-6 LESSON 5): TMB, LCR, and RAM puzzles.

Fun with Sudoku Guy. (Gr 4-6 LESSON 5): TMB, LCR, and RAM puzzles.
Fun with Sudoku Guy. (Gr 4-6 LESSON 5): TMB, LCR, and RAM puzzles.
Fun with Sudoku Guy. (Gr 4-6 LESSON 5): TMB, LCR, and RAM puzzles.play
Fun with Sudoku Guy. (Gr 4-6 LESSON 5): TMB, LCR, and RAM puzzles.
Fun with Sudoku Guy. (Gr 4-6 LESSON 5): TMB, LCR, and RAM puzzles.
Fun with Sudoku Guy. (Gr 4-6 LESSON 5): TMB, LCR, and RAM puzzles.
Fun with Sudoku Guy. (Gr 4-6 LESSON 5): TMB, LCR, and RAM puzzles.
Fun with Sudoku Guy. (Gr 4-6 LESSON 5): TMB, LCR, and RAM puzzles.
Fun with Sudoku Guy. (Gr 4-6 LESSON 5): TMB, LCR, and RAM puzzles.
Fun with Sudoku Guy. (Gr 4-6 LESSON 5): TMB, LCR, and RAM puzzles.
Created BySudoku Guy
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Presentation (Powerpoint) File (527 MB|10+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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Description

This is the final of 5 resources showing students how to solve simple sudoku puzzles. It is a step-by-step procedure using PowerPoint, activities and videos where Robin the Sudoku Guy demonstrates the procedures, rules, and skills needed to solve puzzles confidently. The lessons can be purchased individually or as a bundle.

This is a very important lesson as it leads students to another step in the solving of sudoku puzzles.. It is an easy procedure once you get into the habit.

Robin the Sudoku Guy has a video to show how it is done.

5 lessons for Gr 4-6 Printable activities, worksheets an demo videos.

FOR TEACHERS

  • It is very important that teachers insist on a step by step procedure as follows:
  • 1 TMB
  • 2 LCR + ram
  • 3 Fill in any empty cell in a row, column or block
  • ram (ramifications) whenever you solve a new number ALWAYS LOOK RIGHT OR LEFT OR UP OR DOWN TO SEE IF BY USING TMB AND LCR A NEW NUMBER CAN BE SOLVED. It is easy to miss a ramification. A good habit to master
  • puzzles for students are provided to solve, along with suggestions for teachers.
  • students learn the importance of mastering procedures that make them successful puzzle solvers
  • watching the videos is fun
  • help students look at 3 horizontal blocks and spot where a number is missing in 1 of the 3 blocks using TMB Robin the Sudoku guy will show how this is done in the video
  • 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
  • teachers can print off puzzles from the PowerPoint slides
  • 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 are to watch as a class or for teacher to form lesson plan.
  • teacher guide in presentation notes (under the slides)
  • answer key when approriate

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
  • how to avoid repeating a number in a row column or block

RESULTS

  • students follow a procedure TMB, then LCR + ram, then fill in any empty cell in a row, column or block
  • students must devlop the habit of ALWAYS looking to see if a new number solved can help solve another new numbers using TMB and LCR This is called ram, which is shot for ramification
  • students will know what to do when a row, or column has 2 empty cells when using TMB and LCR
  • students wil be able to solve horizontal and 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 horizontal and vertical blocks
  • students will learn a procedure. i.e. TMB, then LCR, then a number missing in a row, column or block
  • students will know the rules of sudoku, particularly that no row column or block can have a repeated number
  • students will learn new vocabulary, e.g. row, column, block, grid, horizontal, and vertical
  • by the time students reach the 5th lesson they will be able to solve simple sudoku puzzles using TMB LCR with one number or two numbers missing in a row, column
  • above all, I wish students to have fun

We have come to the end of this series. Students should be able now to solve very easy puzzles. To learn more techniques and tricks, go to

http://www.sudokuguy.com. Robin the Sudoku Guy

Total Pages
10+1 video
Answer Key
Included
Teaching Duration
50 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.
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.

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