| 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.
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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)
Book Typo
There is a typo in the book.
On the Bugs problem page (p. 14), Problem 1, step 2 now reads:
1. The bee is not second.
It should read:
1. The bee is not third.
We will fix this typo on the next printing of the book.
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