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.