Logic Line-Ups

Logic Line-Ups – A Fantastic Resource for Teachers Australian Edition

Build your students’ deductive thinking skills, spatial reasoning, spatial vocabulary and teamwork skills with these 72, ready-to-use, logic activities. You’ll find problems, answers and reproducible, line-up cards for 12 popular themes: barnyard, bugs, dinosaurs, fantasy, holidays, nutrition, occupations, outer space, pets, seasons, shapes and under the sea. Includes full-page, reproducible cards for whole-class activities, and quarter-page cards for the team, pair and independent activities described. 88 pages

• 72 cooperative logic activities across 12 themes.
• Includes reproducible problems and cards for teams, pairs or individual activities.
• Builds students’ deductive thinking skills, spatial vocabulary, spatial reasoning and teamwork skills.

Teaching and Training Hints

Logic line-ups problems describe how students are to line up. If you want to avoid possible confusion, there are two things that need to be established before students line up.

1. Perspective.
If the problem includes direction terms such as “right,” “far left,” or “to the left of,” students will line up differently if they are using THEIR left and right or the left and right of the OBSERVER. Let students know which you intend in advance.

2. Sequence.
After establishing what “left” and “right” mean, establish where the line starts and ends. Decide whether to have students line up from left to right or right to left when the problem includes sequencing terms such as “first” “last,” or “third.”

If you’re looking for one of those “Aha” moments and are OK with a little confusion, don’t establish sequence or perspective in advance. Let students line up according to how they interpret the problem. Hopefully, teams will interpret the problem differently or their solution won’t match your answer. This is great teaching opportunity.

About the Book

In the book Logic Line-Ups, the problems are all designed as follows:

• Perspective – From the perspective of the observer (not students)
Using the perspective of the observer is more difficult as it requires visual perspective-taking. For younger students, consider changing the problems or answers to use students’ left and right.

• Sequence – First to last from left to right (i.e., First, Second, Third, Last)