**Logic**

M. Elaine Granger Irvin C. Mollison

4415 S. Dr. Martin Luther King Jr. Drive

Chicago, Illinois 60616

312-285-3289

**Objective**:

The sixth through eighth grade students will be able to:

1) Understand word problems by use of reasoning techniques

2) Identify the validity or non-validity of the problems

3) Discern which factors are needed for problem resolution

4) Use deduction strategies for problem resolution

**Materials**:

All materials listed are for an entire class

Overhead projector

worksheets and charts

coins (pennies & dimes)

box of toothpicks

plastic shapes (triangle, rectangle, parallelogram, & square)

forty buttons

a medium size box

**Strategies**:

1 a. Work in teams of three to four students

Distribute the plastic shapes

Explain to the students that there is a set time limit

Arrange shapes into required pattern(s)

Work cooperatively in teams

b. Work individually to solve another pattern puzzle

c. Have 6 to 12 students work independently while others are working in

teams to solve another pattern puzzle

2. Define the word logic

3. Illustrate a logical sequence

4. Illustrate an illogical sequence

5 a. Discuss how logic can be used in daily lifestyles

b. Discuss how logic can be used to solve word problems

6 a. Distribute 12 toothpicks to each student

Place toothpicks into geometric shapes drawn on the chalkboard

Remove the required number of toothpicks to form new shapes

b. Ask students to explain what they did

Organize the steps taken into a logical process

7. Have students preview the handout sheets

Ask students what they think they will need to do

Discuss ways to solve similar problems

Have students find the solutions

Work individually and in teams (as time permits)

8. Distribute the coins to each set of teams

Review problem with students

Have students find the solutions

Explore and discuss whether more than one solution is possible

9. As a follow up to this lesson have students make up word problems

Exchange problems and work in teams for solutions

**Conclusion**:

Students should feel more comfortable with establishing a process for solving

word problems. Teachers should solicit and generate all kinds of questioning

about the use of reasoning, elimination, and deduction to solve word problems.

The overall process should be both informative and enjoyable.

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