how to solve kin kin puzzle
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by using ur mind....#be brainly
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Special message #1: "Be lazy!" Look for the easiest place to start!
Students who are not used to solving puzzles may not know that there is no special order for working through puzzles like these, no "rule" for it. Finding the easiest places to start is part of what makes this a puzzle.
If a puzzle has single-cell regions, as this one does, they are obviously the "easiest" places to start. That number is the goal, no operation is needed, so we just write the number.
Now what?
Ask for ideas, but recognize that students are not yet likely to expect that solving a puzzle is about deduction not guessing. For example, they might guess that 3 and 1 could go in the first two cells of the first row. This fits the rules -- the goal is to make 2 using subtraction, and 3 - 1 = 2 -- but so would three other pairs of numbers: (2, 4), (4, 2), and (1, 3). We don't yet know which is correct.
As students make suggestions, you might fairly regularly ask "How did you figure that out?" Alternatively, if students make suggestions that are arithmetically correct -- like suggesting (3, 1) in those top left two cells because 3-1=2 -- you might also ask "do you know that those must be the numbers, or are you just saying that they might be?" This helps distinguish deduction from guessing.
Students who are not used to solving puzzles may not know that there is no special order for working through puzzles like these, no "rule" for it. Finding the easiest places to start is part of what makes this a puzzle.
If a puzzle has single-cell regions, as this one does, they are obviously the "easiest" places to start. That number is the goal, no operation is needed, so we just write the number.
Now what?
Ask for ideas, but recognize that students are not yet likely to expect that solving a puzzle is about deduction not guessing. For example, they might guess that 3 and 1 could go in the first two cells of the first row. This fits the rules -- the goal is to make 2 using subtraction, and 3 - 1 = 2 -- but so would three other pairs of numbers: (2, 4), (4, 2), and (1, 3). We don't yet know which is correct.
As students make suggestions, you might fairly regularly ask "How did you figure that out?" Alternatively, if students make suggestions that are arithmetically correct -- like suggesting (3, 1) in those top left two cells because 3-1=2 -- you might also ask "do you know that those must be the numbers, or are you just saying that they might be?" This helps distinguish deduction from guessing.
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