Lesson Plan – Rule Recognition and Puzzle Solving

Date: October 10th , 2017

Subject: Math Grade: 11
Topic: Inductive and Deductive Reasoning Through Inquiry-Based Learning

Materials:
Pen/pencils and paper
Spare paper
Solution Work sheets
Problem Question Sheets
Self and peer assessment forms

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
In this lesson, students will gain an understanding of rule recognition and how it contributes into patterns, inductive
reasoning and deductive reasoning. Students will have to decipher and identify rules in number sequences and create their
own unique rules to create a pattern for their classmate to decipher. Students will also practice their reasoning skills through
a puzzle circuit to prepare them for the escape room. These puzzles will challenge their inductive and deductive reasoning
skills, as well as their pattern and rule recognition skills.

Broad Areas of Learning:

In this lesson, students will be able to develop and fine tune their reasoning skills and strategies that will help them be
successful when using math in their daily life. This lesson will also give the students the opportunities to interact with their
peers and develop theories and ideas together. This lesson will foster independent thinks and group collaboration to solve
all the problems and puzzles that will be presented to the students. Through their understanding of differing opinions and
viewpoints, student will become better informed and be able to become a more engaged citizen and be able to relate to
different perspectives more easily.

Cross-Curricular Competencies:
Students will be responsible for their own learning and contribute to the learning of their peers as they work together and
independently to solve problems and puzzles. This lesson will give the students to opportunity to explore their own ideas,
strategies and abilities in a safe and supportive way. This will allow the student to develop their own understandings of
mathematics and of their own knowledge as well. The students will also be given the chance to express their understanding
of their literacy in mathematics through the formation and presentation of their own number sequence rule. This will also
help students expand on their mathematics literacy as they come to realize math is not simply symbolic notation but
expressions as well. This lesson will give the students the opportunity to share and consider ideas from others while
maintaining the respectful and supportive classroom feel. Students will be able to see the importance of social interaction
and how different perspectives and approaches should be considered, validated, and strengthened through communication.

Outcome(s):
FM20.2 Demonstrate an understanding of inductive and deductive reasoning including:
 Analyzing conjectures
 Analyzing spatial puzzles and games
 Providing conjectures
 Solving problems

The main goal of this lesson is to show the students how rule recognition can contribute to their understand of patterns,
inductive reasoning, and deductive reasoning. Students will also work on strengthening their puzzle solving skills to prepare
them for the escape room next class.
Indicator(s):
a) Make conjectures by observing patterns and identifying properties, and justify the reasoning

b) Provide examples of how inductive reasoning might lead to false conclusions

f) prove conjectures using deductive reasoning

h) identify errors in proofs that lead to incorrect conclusions (e.g., a proof that ends with
2 = 1).

i) Solve situational questions that involve inductive or deductive reasoning.

PGP Goals:

1.1 the ability to maintain respectful, mutually supportive and equitable professional relationships with learners, collegues,
families and communities

1.4 a commitment to service and the capacity to be a reflective, lifelong learner and inquirer

2.6 ability to strive for/pursue new knowledge

3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation

3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning
styles of individual learners and support their growth as social, intellectual, physical and spiritual beings

4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all teaching areas

4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, and
contextual variables together in developmentally

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
- Students will be assessed during the number sequence rule exercise to see if they will be able to recognize how false
assumptions through inductive reasoning can negatively affect their logic reasoning skills.
- Students will also be assessed as they work through the puzzles to see how they work as a group.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
- At the end of the lesson, students will hand in their solution sheets to all the problems in the circuit. These sheets
will be marked for completion and demonstration of knowledge and reasoning.
- Students will also complete a self and peer evaluation for every member of the group based on the rule brick
provided to them.
Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)

- At the begging of class, students will be asked to figure out the rule that the instructor is think of. The instructor
will give a sequence of 3 number that follow the rule and students will be able to present the instructor with 3
different numbers, to which the instructor will tell the students if their numbers follow the rule or not.
- The rule is the numbers must be in ascending order, starting from the smallest, and ending with the largest
- The 3 numbers to give to the students are: 4, 8, 16
- Students will be given about 15-20 minutes to try and figure out the rule.

Main Procedures/Strategies (~1hr-1hr 15min Minutes):

- Once students have figured out the rule, or time runs out, the instructor will explain what the rule is. The
instructor will then explain how the brain can lead us down the wrong path way by latching onto an assumption
based on our inductive reasoning.
- Students will then develop a rule and a number sequence and pair up to solve their partners number rule.
 - After the students have solved each-others number rule, a few students will share their rules with the class and
the class will try to solve them.
- The second half of the class will be dedicated to puzzle and problem solving to prepare students for the escape
room they will be doing the next class.
- Students will be put into groups of 3-4 and assigned a puzzle or problem to start at. Students will be given about 7
minutes at each puzzle. Students will have to work together to solve the puzzles before moving onto the next
puzzle.
- Once every group has done all the puzzles, they will hand in their solution worksheets with what they believe to be
the correct answers.
- Students will then complete a self and peer assessment rule brick and submit that as well.
- Once all the self and peer assessments are handing in, the instructor will go through each puzzle and with the help
of the class, show the solutions.
Adaptations/Differentiations:
- EAL students will be allowed to have their phones for translating purposes if needed.
- Visually impaired students will be able to help rationalize out the problems through the help of their peers orally
reading the questions out to them
- Any additional support staff that is needed for students will be in attendance.

Closing of lesson (~5-10 Minutes):

- To wrap up the lesson, the instructor will voice the connections between all the puzzles and inductive and
deductive reasoning
- Students will then be instructed as to how the Escape Room field trip will run for the next class.
Personal Reflection:
To Be filled out after class.