Fun with Sudoku Guy (K - Gr 3, LESSON 1): Missing colors + numbers in 3 squares

Sudoku Guy
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Format
Presentation (Powerpoint) File (148 MB|8 pages)
Standards
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Sudoku Guy
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  1. Includes all 7 lessons for K - Gr 3!FOR TEACHERSPrintable activities and worksheets plus demo videos!how to find missing numbers in rows, columns and blocks (colours used for K)go through slides and videos as a class or use it as a math work station (Your choice... I'm pretty entertaining!)individua
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Description

Includes all 7 lessons for K - Gr 3!

This series of lessons is intended to help students solve simple sudoku puzzles. Robin the Sudoku Guy takes you step-by-step along the way. The videos are fun to watch.

This lesson includes a video by Sudoku Guy where students look for missing colors and numbers in 3 squares.

FOR TEACHERS

Printable activities and worksheets plus demo videos!

  • how to find missing numbers in rows, columns and blocks (colours used for K)
  • 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, and create
  • when using colurs you can use your own colored peices
  • there are suggestions for teachers under most of the slides
  • optional comprehension activities for evaluation
  • videos to watch as a class or for teacher to form lesson plan
  • teacher guide in presentation notes under slides
  • answer key

EXPLORE

  • logical thinking, spacial relationships, and number sequenceing
  • new vocabulary e.g. row, column, block, cell
  • creation of own puzzles (So fun!)

RESULTS

  • students will solve simple 3 square puzzles with one number missing in a row, and column
  • students will have the opportunity of creating their own puzzles to share with others or with their teacher

DON'T FORGET

  • colouring sheets on woksheets for students who finish early
  • the series of resources are also in a bundle. The bundle is a step by step set of lessons such that the students will grow in knowledge and skills
  • teachers can either go thorugh the slides as a class or use it as a math work station, or have indivdual students work on the activities with worksheet provided. Your choice
  • make sure you have PowerPoint on your computer.
  • above all have fun and let me know how I can improve the resource.
Total Pages
8 pages
Answer Key
N/A
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.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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