{"id":1631,"date":"2021-05-31T19:46:53","date_gmt":"2021-05-31T09:46:53","guid":{"rendered":"https:\/\/goteachthis.com\/?post_type=product&p=1631"},"modified":"2021-05-31T19:46:53","modified_gmt":"2021-05-31T09:46:53","slug":"number-puzzles-13-printable-arithmagons","status":"publish","type":"product","link":"https:\/\/goteachthis.com\/index.php\/product\/number-puzzles-13-printable-arithmagons\/","title":{"rendered":"Number Puzzles – 13 Printable Arithmagons"},"content":{"rendered":"

Number Puzzles<\/span><\/h1>\n

13 Printable Arithmagons<\/span><\/h2>\n
\"Number

Number Puzzles<\/span><\/strong><\/span><\/p><\/div>\n

Arithmagons:<\/strong><\/span><\/h3>\n
are number puzzles. They require a mix of mathematical reasoning and basic fact knowledge to solve. These number puzzles are an excellent way to explore basic facts. \u00a0<\/span><\/div>\n

What is an Arithmagon?<\/strong><\/span><\/h3>\n
Arithmagons number puzzles with an empty circle sitting on each vertex of a regular polygon (in this case a triangle) and a number sitting on each of the adjoining lines. The number on each line is the sum of the two circles. \u00a0<\/span><\/div>\n

What to Do?<\/strong><\/span><\/h3>\n
Use mathematical reasoning to work out what numbers are required in each circle so the sum of the two circles equals the number on the center of the line.<\/span><\/div>\n
<\/div>\n
Skill Focus<\/strong> –<\/span> This activity is wonderful for having students practice the problem-solving skill of,\u00a0GUESS, CHECK, IMPROVE.<\/strong>\u00a0\u00a0<\/span><\/div>\n

What You Need:<\/strong><\/span><\/h3>\n
Arithmagon Puzzles (laminated or in plastic sleeves)<\/span><\/div>\n
20 counters for each student<\/span><\/div>\n
Internet connection, IWB, or tablet device (optional but makes life a lot easier)<\/span>
\nOnline Arithmagon Puzzle for IWB and Tablets<\/a>\u00a0<\/strong><\/span><\/div>\n

Implementation Idea:<\/strong><\/span><\/h3>\n
– I believe more teachable moments arise out of introducing these puzzles to a group of 6 or 8 students first. Then have those students pair off and introduce other small groups of students to the puzzles.<\/span><\/div>\n

What to Do:<\/strong><\/span><\/h3>\n

Session One<\/em><\/strong><\/span><\/h3>\n
1. Explain what Arithmagons are and how they work.<\/span><\/div>\n
2. Explain and demonstrate how the problem-solving skill of, ‘Guess, Check and Improve’ works.\u00a0<\/span><\/div>\n
3. Discuss why this strategy is often a good place to start when solving problems.<\/span><\/div>\n
4. Demonstrate problem-solving skill using the online version of the puzzle. Be sure to speak your thinking \/ internal dialogue aloud as a model for students.<\/span><\/div>\n
5. Have a group of students distribute the puzzles and counters. Students begin solving puzzles.<\/span><\/div>\n
6. Note the behaviors you see that may need addressing e.g. ‘Whining in this class is not an effective problem-solving strategy’ hehehehe<\/span><\/div>\n
7. About now is often a good time to discuss the ‘A-ha’ Feeling ie The feeling you get when you finally achieve success on something you have worked hard on.\u00a0I often use the line when students are begging to be given the answer, ‘Who am I to rob you of the a-ha feeling?’ Ham it up! \ud83d\ude42<\/span><\/div>\n
8. Students complete and reflect on these questions in their Math Journals – a) What is an arithmagon? Describe what it looks like. b) Describe how arithmagons work. c) Outline how you solved an arithmagon puzzle. d) What strategies did you use to help you find solutions to these puzzles?<\/span><\/div>\n
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