This is an investigative activity where students are given evidence (assumed true) and asked to fill in the missing information in a logic grid.

Uses:
Independent Classwork
Homework
Small Group Work
Problem of the Week

Includes:
1 Logic Puzzle Worksheet
1 Answer Key

Lesson Objectives:
Students will compare deductive and inductive arguments.
Students will construct deductive arguments.
Students will evaluate inductive reasoning.

There is a short prompt introducing the situation regarding 5 neighborhood blocks and then students are asked the question:
Can you figure out the name of each block, the color of its
houses, and the number of people that live there?

Students are then given 7 clues to help them determine the facts. There is enough information to fill out the entire grid and answer the question without any guesswork at all.
This is a good worksheet to include in a geometry unit, while students are learning how to construct proofs by making deductions based on given evidence.
However, this lesson enhances logic and linear thinking so it can be used at any time in the year! Give your students this worksheet after a test or for an extra credit assignment. It will reinforces the 8 mathematical practices, specifically MP.1 and MP.3 since students will need to make sense of the problem and persevere through the challenges when they get stuck. They will also need to construct arguments using logical reasoning. In the past, my students had to make a claim about an answer and defend it to their group. It can be a great collaborative tool to promote mathematical discussion in the classroom.

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Total Pages

3 pages

Answer Key

Included

Teaching Duration

30 minutes

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Standards

to see state-specific standards (only available in the US).

CCSSMP1

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.

CCSSMP3

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.

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MATH with TURNERd

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