Fun with Sudoku Guy (K - Gr 3, LESSON 5 ): Combined column & block.

Sudoku Guy
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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

FOR TEACHERS

  • This is a PowerPoint presentation with video and printable activities. It is the 5th of 7 lessons for K-3 showing how to look for a missing a number in a combined column and block.
  • I also introduce students to a real 9X9 sudoku grid containing examples of a row, column, and block.
  • students are shown how to look for a missing a number in a block of 9 cells and in a combined column and block of 9 cells.
  • 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.
  • Videos to watch as a class or for teacher to form lesson plan
  • Teacher guide in presentation notes under the slides.

EXPLORE

  • logical thinking, spacial relationships, and number sequenceing
  • new vocabulary e.g. row, column, block, cell
  • a sudoku grid

RESULTS

  • students will solve simple sudoku puzzles with one number missing in a row, column, and block.
  • students will become familiar with a real sudoku grid
  • students will know how to solve the missing numbers in a combined column and block

DONT FORGET

By the time students reach the 7th resource they will be able to solve simple sudoku puzzles with one number missing in a row, column, and block.

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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.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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