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Puzzles - Teacher Notes
These puzzles are designed to make pupils think and to provide
a sense of achievement. They are written so that they are achievable
by the majority of pupils. Many have more than one solution. Some
are based on traditional pen and paper exercises; others have been
developed to make use of the computer's ability to check any viable
arithmetic solution. Levels are difficult to judge and the folders
are a way of suggesting an order in which to approach them.
The Level Three Puzzle Folder
Two by two, two by three, and three by three squares with numbers
hidden under three different colours. There are three sums of rows
or columns provided such that it is possible to determine the hidden
numbers, the numbers under a particular colour being the same. The
remainder of the sums of the rows and columns must be completed
for the solution to be checked. These puzzles form an early introduction
to algebra but this is not stated as such.
Missing numbers in hundred squares. Suggested as achievable in
the National Numeracy Strategy under place value and ordering, as
early as Year Two. Probably more suited to Year Three and above.
Parts of hundred squares are given with one or more numbers supplied.
Empty cells must all be completed correctly to activate the answer
check.
Early form of truth tables. Two by two truth tables with clues
for each row and column. Numbers must be entered in the tables,
which are in the form of a square. Answers are checked on completion.
Number of truths satisfied is given if all are not correct. There
are many true solutions. Questions are restricted to sum and difference,
expecting positive integers less than 20. As in the case with all
puzzles of this nature all true solutions are checked and it is
possible to answer them with negative and decimal inputs as well
as those expected.
Traditional triangular number puzzles where the number in the middle
of a 'side' is the sum (puzzles 1 and 2) or the difference (puzzles
3 and 4) of the two adjacent numbers at the vertices. As well as
straight addition or subtraction, requires 'what must be added (or
taken)?' Answers checked on completion.
Pairs of arithmetic problems that have the same solution. Uses
sum and product. Symbols used but the concept requires pupils to
recognise that 2 and 3 have a sum of 5 and a product of 6. Solutions,
given the sum and product, are required.
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