Goal-directed Instructional Design Plan - Students will solve a simple 4x4 Sudoku
puzzle.
Author - Jeff Powers: CEP 811
1. A problem or a need – there must be a problem of practice or an educational need that
should be addressed during the lesson.
In mathematics, a matrix is an arrangement of rows and columns used to organize and store
data. A matrix is also known as an array or grid. Children in pre-k and kindergarten use a
matrix, in the form of a pictograph, to display data in rows and columns. By the time kids get
to high school and college they are taught complex matrix operations that allow them to solve
more complex problems. Understanding the properties of a matrix are important in other
areas too. In computer programming, matrices are used for data storage and manipulation.
A spreadsheet that is part of productivity software is an example of a matrix. Each cell of the
array can be filled with elements with a variety of formats. To help prepare kids for these
higher level concepts, basic matrix vocabulary can be taught in the early grades using the
Sudoku puzzle and this lesson plan will attempt to accomplish that.
2. A real-world performance – how the learning objective fit into a real-world activity or
need.
After successfully completing this lesson, and with practice and developmental maturity,
students will be prepared to solve larger and more complex Sudoku puzzles. The Sudoku
puzzle is currently one of the most popular logic puzzles available. They can be produced
to be very easy or very difficult. They can be solved with paper and pencil, on hand held
devices, or on a PC in a variety of digital formats. In its most basic form it is a 9x9 grid that
must be filled in with the digits 1-9 according to very simple rules: each digit must occur
only once in each row, column, and smaller 3x3 matrix, or cage. in addition to the standard
9x9 puzzle, Sudoku can be 4x4 and 6x6 with a variety of formats. It is my contention that
teaching younger children to solve smaller and easier puzzles, using the same rules of logic,
will prepare them for solving a standard size puzzle and develop deductive reasoning skills
that can be applied to a variety of problems.
Michigan State University, Educational Technology Programs
http://edutech.msu.edu
3. An instructional objective – the objectives are based on the final outcome, activity or
test. These objectives will each be different for the four types of knowledge; performing
skills, recalling facts, identifying examples of concepts, and applying principles.
In order for students to competently solve a 4x4 Sudoku puzzle they should be able to
demonstrate the following:
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Identify rows, columns, cells, elements, and cages within the 4x4 array (or matrix)
Use deductive reasoning and logic to determine the proper location for the numbers 14 in each row, column, and cage.
By completing an interactive puzzle on an appropriate web site, students will have satisfied
the ISTE NETS-S performance indicator:
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6: demonstrates the use of technology systems.
In addition, students will have satisfied several components from the following Michigan Grade
Level Content Expectations strand for first grade:
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Geometry
G.LO.01.02: Describe relative position of objects on a plane using words such
as above, below, behind, and in front of.
G.SR.01.03: Create and describe patterns.
4. A set of essential content – the basic ideas and skills that will allow the learner to
complete the task or understand the content.
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Students must be able to write the numbers 1-4.
Students will need to grasp the associated vocabulary: matrix, array, grid, row,
column, cell, element, and cage.
● Students will need to know the rules of Sudoku: The numbers 1-4 must be placed in
each row, column, and each cage of a smaller 2x2 array, such that, they occur only
once in each row, column, and cage.
● Students will need to be able to use a computer mouse to select and click-drag.
5. An evaluation consisting of a test or observation – an assessment, observation or
product showing that the objectives can be accomplished in the real-world setting.
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4x4sudoku-1 : Print this pdf file as an assessment or for practice. The solution is
included.
http://mypuzzle.org/ : This site has the easiest 4x4 to practice. Select Sudoku for
Kids in the right hand menu. Once on the 4x4 page select EASY from the drop down
menu.
http://jigsawdoku.com/ : Use this site for practice or for final assesment. Select
OPTIONS and you can choose a 4x4 matrix that is filled with numbers, shapes , or
letters.
Michigan State University, Educational Technology Programs
http://edutech.msu.edu
6. A method to help participants learn – the method to deliver the content; a lesson.
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Show an illustration of an empty 4x4 Sudoku puzzle array.
Explain key vocabulary: matrix, array, grid, row, column, cell, element, and
cage.
● Explain the rules of the puzzle: The numbers 1-4 must be placed in each row, column,
and each cage of a smaller 2x2 array, such that, they occur only once in each row,
column, and cage.
● Demonstrate the rules by solving components: row, column, and cage.
● Solve an example puzzle with several elements provided.
● Solve additional puzzles with fewer elements provided.
● Allow students to practice solving 4x4 puzzles (or larger)on appropriate web sites.
● Allow students to practice solving puzzles with paper/pencil.
Motivation:
○ Meaningfullness – content and activities must have meaning for the learner
Look in any newspaper and in any magazine rack and you will find sudoku puzzles.
Having the knowledge to understand them and solve them is fun achievement.
○ Pleasant consequences – the effects that achieving the goal will have on the learner
Completing a puzzle is generally a fun and satisfying activity. When it involves using
concepts of math and logic it is a bonus.
○
Novelty – an attention-getting, humorous or curious manner that relates to the
useful information in your lesson
The variety of fun interactive web sites that allow you to solve these Sudoku puzzles is
very fun and novel.
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Socialization - a strong motivator for student learning
Once students grasp the skill of solving these puzzles they can make them for their
classmates and challenge each other.
Michigan State University, Educational Technology Programs
http://edutech.msu.edu
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Audience – For what audience are you designing this lesson? Consider the following:
○ Age
This lesson was designed for first graders but could be used for older grades as a
foundation for more challenging puzzles. Depending on the abilities of individual
students this lesson could be modified and taught to children in pre-k.
○
Skill level (including technology skills)
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Prerequisite knowledge (including technology background)
Students need to be able to read and write the numbers 1-4. Students should be able
to use a computer mouse to select and click-drag objects.
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Technology Needs – the computers, software, programs (such as Angel or other
CMS’s) printers, equipment, Internet access, time in the computer lab will be needed to
successfully complete your technology-rich lesson.
1. Internet access.
2. Browser: Internet Explorer, Firefox, etc.
3. Mouse
Michigan State University, Educational Technology Programs
http://edutech.msu.edu