ClassRoom

Harbans Puzzles
HARBANS PUZZ
A
SUNIL BAJAJ & ccording to Collins Dictionary, a Puzzle is- “a toy, Sunil Bajaj & Jasneet Ka
JASNEET KAUR problem, or other contrivance designed to amuse by
Keywords: Math pedagogy, puzzles, reasoning, constraints, prob
presenting difficulties to be solved by ingenuity or
Mathematical games, patient effort”. Most puzzles present a perplexing
Mathematical taskpuzzles
games, that is and stories involving n
puzzles and stories not easily solved. At the samechildren
time, they are designed
to make to bebetween
connections fun the logical func
involving numbers are and engaging, so that the puzzle solver will invest time and
to that of mathematical thinking and to build upon th
useful to enable children to energy in figuring out the solution. Mathematical puzzles can
make connections between (NCERT,2006)
engage students in rich mathematical explorations and logical
the logical functioning of
reasoning in the classroom
According(Evered, 2001).
to Collins In this article,
Dictionary, a Puzzleweis- “a toy, problem, or
their everyday lives to that
of mathematical thinking will illustrate the extensions and variations of a Japanese Puzzle- or patient effort”
presenting difficulties to be solved by ingenuity
and to build upon their ‘KenKen’ (which we have named Harbans Puzzle) and then
that is not easily solved. At the same time, they are designed to
everyday understandings. discuss students’ responses to these puzzles.
(NCERT, 2006)
solver will invest time and energy in figuring out the solution. Ma
KenKen Puzzles were in rich mathematical
invented explorations
by a Japanese and logical reasoning in the cla
teacher-Tetsuya
Miyamoto which he willused as a learning
illustrate tool forand
the extensions his students.
variations of a Japanese Puzzle- ‘
KenKen means Cleverness
Puzzle) andandthen
on these lines,
discuss Harbans
students’ Puzzle isto these puzzles.
responses
an acronym for ‘Har Banda Samajhdaar’ in the local language,
KenKen Puzzles were invented by a Japanese teacher-Tetsuya Mi
which means that for everyone has the potential
his students. to do anything.
KenKen means Cleverness and on these lines,
Banda Samajhdaar’ in the local language, which means that ever
Getting started with KenKen Puzzle
To play with theseGetting
puzzles, take started
a grid of with
size 3 ×Kenken
3 or 4 × 4 Puzzle
or
5 × 5 ……. To play with these puzzles, take a grid of size 3 × 3 or 4 × 4 or 5 ×

The target will be to fill in the whole grid with numbers, making s
column. In this 3 × 3 grid, we will use three numbers 1,2,3 only
Keywords: Math pedagogy, puzzles, reasoning, constraints, problem
extension 1,2,3,4; in a 5 × 5, we use the numbers 1,2,3,4,5, and so on. Th
(Group Box). The top left corner of each group box has a ‘Targe
24
numbers you enter (in any order) into the squares of the cage
Azim Premji University At Right Angles, November 2022
number using the Math operation indicated (+, -, × or ÷).
‘freebie’(single box). Just fill in the number that is given in the
 The target will be to fill in the whole grid with 2. The lower-left group box must be filled in
numbers, making sure no number is repeated in with a 1 down and 3 up in order to get 4 as 3
any row or column. In this 3 × 3 grid, we will use is already filled in the last row as shown in the
three numbers 1, 2, 3 only. In a 4 × 4 puzzle, we figure.
use the numbers 1, 2, 3, 4; in a 5 × 5, we use the StepStep
2 2
numbers 1, 2, 3, 4, 5, and so on. The heavily-
he lower-left group
outlinedboxarea
must be filled
is called a cagein with Box).
(Group a 1 down
The topand 3 up in
er to get 4 as 3leftis corner
already filled
of each in box
group thehaslast row number’
a ‘Target as shown in the
and one math operation. The numbers you enter
re(step 2).
(in any order) into the squares of the cage must
combine to produce the target number using the
math operation indicated (+, –, × or ÷). A cage
with one square is named as ‘freebie’(single box).
Step 3 Just fill in the number that is given in the box.
Remember! Numbers cannot be repeated within
the same row or column, just as in ‘Sudoko’.
3. Each row and column must have a 1, 2 and 3 in it. The bottom row
3. Each row and column must have a 1, 2 and 3
In the beginning,already hasthe1 3and
let us take x 3 3, 2 is the only in
soshown
grid it. Theinbottom
choice row already
the middle has of
square 1 and
the3, so 2
above. In the firstlowest row
cage, the mathandoperation to left square. Then the middle square of the of
in the top is the only choice in the middle square the
top
be used is addition, lowest row and in the top left square. Then the
rowand the numbers
must be 3 andmust thisadd
completes the top cage.
up to 5. Since this group box has 2 squares, the3 + middle square
In the of the topletrow
beginning, us must
take abe33×and
3 grid. In this cage
possibilities
5+ are 2 and5+3, in either order (3 + 2 or this completes the top cage.
2 + 3 = 5).
operation to beStep 3 is addition, and the numbers m
used
to 5. Since this group box has 2 squares, the possibi
4+ 3+ 3+ and 3,
In the beginning, intake
let us a 3 ×order
either (3+2
3 grid. In or 2+3=
this cage, 5).
the Math
5+
5+ operation to be used is addition, and the numbers must add up
4. WeTarget
cannumber
now enter 1 and 2 in the first and second squares ofgroup
to 5. Since this theboxright most the
has 2 squares, column using
possibilities are 2 the
4+ 3+
same logic. 3
and 3, in either order (3+2 or 2+3= 5).

Target number
Step 4 3
Operation
Operation
Let us Start 4. We can now enter 1 and 2 in the first and
Let
Let us Start us Start second squares of the right most column using
1. Enter 3 in the Freebie (Single Box). It’s
Box). It’s alwaysthe always
same best
logic. to begin
singles. with your singles.
1. Enter 3 in 1.
the Enter 3 in(Single
Freebie the Freebie
Box).(Single
It’s always best to begin with your
best to begin with Step
your1singles. Step 4
Step 1
Step 1

Step 2

2. The lower-left group box must be filled in with a 1 down and 3 up in

order to get 4 as 3 is already filled in the last row as shown in the
figure(step 2). Step 2

2. The lower-left group box must be filled in with a 1 University

Azim Premji down and 3 up
At Right in November 2022
Angles, 25

order to get 4Step

as 33 is already filled in the last row as shown in the
 Let us Move to Harbans Puzzles Illustration 3
To extend a KenKen puzzle, we may use a random Use three consecutive even numbers from 1 to 15.
set of numbers (Consecutive or non- consecutive) 26+
26+ 2- 26+ 26+ 2HCF
and operations on them. In a 3 × 3 puzzle, you 26+ 2- 2-
(70) LCM 22+
(70) LCM 22+
may use numbers such as 0, 1, 2 or 1, 2, 3 or 24+ 22+ 24+ 22+ 24+ 22+
10, 20, 30 or three integers/prime numbers/ 14 14 14 14
even numbers/ odd numbers - these need not be
equally spaced. Similarly, we may take any random4 Use 3 Prime Numbers from 1 to 10.
Illustra�on Illustration 5 Use 3 consecutive integers between -5 and 5
Let us Move to Harbans
set of four numbers for a 4 × 4 puzzle, and soPuzzles
Illustra�onIllustration
on. 4 Use 3 Prime Numbers
Illustra�on
4 Use 3 Prime 4 Usefrom
Numbers 1 from
3 Primeto 10. 1 to 10.Illustration
Numbers from 1 to 10. 5 Use 3 c
LetWe uswould
Move to
illustrate Harbans
To extend it using
a KenKensome Puzzles
examples.
puzzle,
8+ 5+
we may use a random set of numbers (Consecutive or non- consecutive) and
1+ (-1) +

7+ 8+
5+ 5+ 8+ 5+ 1+
To extend a KenKen puzzle,onwe
operations mayInuse
them. a 3 ×a3random
puzzle, setmay
you of numbers
use numbers (Consecutive
such as 0, 1, 2orornon-
1, 2, 3consecutive)
or (0)+
10, 20, (-1)
30 orand
+ three
ans Puzzles integers/prime 26+ 2HCF 26+
operations on them.
Illustration 1 In a 3 × 3 numbers/
puzzle, you even
may number/
use 7+ odd numbers
numbers 5
such-as
5+
these
0, 1,needornot
27+ 1, 2,be3equally
5+or 10,spaced.
20, 30 or Similarly,
three we
e may use a random set of numbers may 26+
take(Consecutive
any random 2-
orset
non- consecutive)
of odd
four numbers anda 4 × 4 puzzle, and
for 26+so on. We would 2-illustrate it using some (0)+ (-1) +
integers/prime 3 × 3numbers/ weeven number/ numbers - these need(70) notLCM
be equally spaced. Similarly, we1
puzzle, you mayIn usethis
numbers puzzle,
such as
examples. 0, 1, will
2 or use
1, 2,the
3 ornumbers
10, 20, 3010,
or three 22+ (70) LCM
maynumbers
take30any random 24+set of 22+ numberssubtraction.
four for Similarly,
a 4 × 4 puzzle, and so on. 24+
We would 22+ illustrate 5 it using some
n number/ odd 20, and operations
- these need not - addition
be equallyand spaced.
Illustra�on 6 Use we3 Frac�ons 1/1, 5 1/2, 1/3 Ilustration 7 Use 3 Frac�ons 1/1, 1/2,
our numbersexamples.
forEnter
a 4 × 4apuzzle, Illustration
30 in and so on. We
the Single
1 would 14
square. It’sillustrate
alwaysitbest
usingtosome 14 141/3
In this 3 × 3 puzzle, we will use the numbers (5/6)
10,+20, 30 and (3/2)operations - addition and subtraction.
(5/6) + (3/2) +
begin with
Illustration 1 your singles. Illustration + 5 Use 3
Illustra�on consecutive
6 Use 3 integers
Frac�ons between
1/1, 1/2, 1/3
Enter a 30 in the Single square. It’s always Illustra�on 6 Use
best to begin with3 Frac�ons
your singles.1/1, 1/2, 1/3
Illustra�on
In this 3 × 3 puzzle,50+ 4 Use 3
we will use the Prime Numbers from 1 to Illustra�on
10. -5 and 5 4 Use
Illustration 3 5Prime
Use 3 Numbers
consecutive
- addition and subtraction. from 1
integers to 10.
betweenIlustration 5 7 Use
Illustration
-5 and
30+numbers 10, 20, 30 and operations
(4/3)+ (3/2) (1/3)× (1/2) -
e the numbers 10,a20,
Enter 30
308+inand
theoperations
Single square.- addition and subtraction. +
(5/6) + 1/3
(3/2) (1/3)
5+ It’s always best to begin with 8+your
(5/6) singles.
+ 1+ 5+ (3/2) (-1) + (5/6) + 1+
e. It’s always best to begin with 20- your singles. (1/3)
50+ 30+ 10- 26+ 2HCF +
+
7+ 26+5+ 2- 7+ 5+ (0)+ (-1)(4/3)+
+ (3/2) (0)+
Illustra�on 8 (i) Choose the (4/3)+
(70) LCM (3/2)
numbers to 22+
be used and consider them as x, y and z; here (1/3)×
the opera�on is(1
20- 10- 24+ 22+
highlighted and the result is wri�en +
before it. (ii) Use 3 consecu�ve
+
integers -5 to 5
5 30 5
14
30 14 1 Illustra�on(1/3)
9 Choose the numbers that can b
(1/3) solve this puzzle.
-2(2x-y)
Then using the same rules as of KenKen Puzzle, we1 can fill the grid using 10, 20 and 30 with the given
Illustra�on
Illustra�on 306 Use
4operation
Use 3get
3rules
PrimeFrac�ons
Numbers 1/1, 1/2,11/3
from to 10. Illustra�on 6 Use5 3Use
Illustration Frac�ons 1/1, integers
1/2, 1/3 0.1+
Then using the same to asthe
oftarget
KenKennumbers.
Puzzle, Illustration Ilustration
Illustra�on Use 3Choose
Frac�ons
37 consecutive
6 Use 3 Fractions 8 (i) 1/1, 1/2,
the 1/1,
1/3 1/2, -5
between
numbers
and 5 Ilustrati
to be used and co
30 using 10, 20 and 30 with 2(z-x) the +1(y+z) -1 (x+y) 50+ 30+
we can fill the grid Illustra�on 8 (i) Choose 1/3 the numbers to be used
0.2+ and
0.1+consider them 1/3as x,
8+ 5+ 1+ highlighted
20 30 and the+result is wri�en before it. (ii) Use
10
(-1) 3c
of KenKenThen given
Puzzle, we operation
can fill theto(5/6)
get
grid +
the
using target
10, 20 and (3/2)
numbers.
30 with
using the same rules as of KenKen Puzzle, highlighted the given
we can fill the andgrid
the20- (5/6)
(5/6)
result10,
using + +
is10-wri�en
20 and 30 before(3/2)
withit.(3/2)
the +
(ii)given
Use 3 consecu�ve integer(5/6)
0.2
umbers. 7+ to get
operation 5+50+the target numbers. + 30 10 20
+ Illustra�o
30+ 50+ (0)+ (-1)
30++
20(4/3)+
30 (3/2)10 (4/3)+
(1/3)×20 (3/2)
-2(2x-y) (1/2) - 1 solve this
(1/3)×
-2(2x-y) 20 10 30 1 10 30
20- 5 10- + 1 +
(1/3)
Illustra�on 10 Use
20- , x, x 10-
2
1
30 10 20 (1/3) 2(z-x) +1(y+z) (1/3) (x+y)
-1
Illustration 2 2(z-x) 30
+1(y+z) 10-1 (x+y) 20
20 1× x×
Illustra�on 6Use 10Use 3 Frac�ons
three consecutive301/1, 1/2,from
numbers 1/3 1 to 5 (think and choose 20the numbers).
0.2+
Ilustration
Ilustration 7 Use
30 3 Frac�ons
7 Use 3 Fractions 1/1, 1/2, 1/3. 1/1, 1/2,
10
Illustra�on 8 (i) Choose7+the numbers 5+
x(x+1)+
to bex3÷
Illustra�on
used 1/3 8 (i) them
and consider Choose asthe
x, ynumbers
and z; here to betheused and consider
opera�on is the
Illustration 2(5/6) + 6+ (3/2)5+ (5/6) + (3/2) +
highlighted and the result is wri�en before it. (ii) highlighted and the result
Use 3 consecu�ve integersis wri�en
-5 to 5 before it. (ii) Use 3 consecu�ve
rs from 1 toIllustration
5 (think 2consecutive
and choose
Use three the numbers).
numbers from + 1 to 54 x
Illustra�on 9 Choose the numbers that can be used I
Use (think and choose
three consecutive (4/3)+the numbers).
numbers (3/2)from 1 to 5 (think and choose the numbers).
5+ (1/3)×
Illustra�on
solve(1/2) - Use 1 , x, x2
10 puzzle.
this s
-2(2x-y)Illustration
7+
3+ 1
5+ -2(2x-y) 1 1 (1/3)
Use three consecutive even numbersIllustra�on
from 1 to 15. 10 Use , x, x2
0.1+
4 6+ 5+ (1/3) 1× x×
2(z-x) +1(y+z) -1 (x+y) 2(z-x) +1(y+z) -1 (x+y)
4 1× x× 0.2+ 0.1+
umbers from 1 to 15. x(x+1)+ x3÷
Illustra�on 8 (i) Choose the numbers to be used and consider them as x, y and z; here the opera�on is
Illustration 3 x(x+1)+ 0.2
(ii) Use 3x consecu�ve
÷
3
highlighted and the result is wri�en before it. integers -5 to 5
Use three consecutive even numbers from 1 to 15. x
Illustra�on 9 Choose the numbers that can be used to
26 Azim Premji University At Right Angles, November 2022
x solve this puzzle.
-2(2x-y) 1 1 1
Illustra�on 10 Use , x, x2 Illustra�on 10 Use , x, x2 0.1+
 1+ (-1) + (0)+ (-1) +
(4/3)+ (3/2) (1/3)× (1/2) -
(0)+ (-1) + 5 + (1/3)
1
(1/3) Here we can see how Harbans puzzles are
Illustra�on 6 Use 1 3 Frac�ons 1/1, 1/2, 1/3 of number sets with different operations
Ilustration 7 Use 3 Frac�ons 1/1, 1/2,
Illustration 8 (i) Choose the numbers to be numbers,
that no number will bedecimals,
repeated in anyfractions,
row or whole numb
2, 1/3 Illustra�on 8 (i) Choose the numbers to be used and consider
column isreplaced
1/3 them
inby as x, y and z; here the opera�on
usedIlustration
and consider them
7 Use as x, +y and1/1,
3(5/6)
Frac�ons z; here the
1/2,(3/2) the same(5/6) + ‘Group
both Harbansbox’ and
puzzles
(3/2)and+‘Freebie’ is r
highlighted
operation and the
is highlighted and result is wri�en
the result before it.KenKen
is written (ii) Usepuzzles
3 consecu�ve
and the integersrepresentation
symbolic -5 to 5
1/3it. (ii) Use 3 consecutive integers -5 +to 5
before is also theThe
same,rule that
i.e., the no number
target number will
is to benumbers
bethe repeated
(5/6) + (3/2) + Illustra�on 9 Choose that
(4/3)+ (3/2) written onKenKen ofpuzzles
the top(1/3)×a box andpuzzle.
(1/2)
with the the symbolic represen
-
operation.
solve this
+ Further, we
-2(2x-y)
(1/3)× (1/2) -
1 on the top of a boxcaging
can use various types of
with the operation.
(1/3)
(1/3) having different number of cells. Shown below 0.1+
(1/3)
number
are examples of having
of puzzles cells. cages
One with
example
more of a puzzle h
2(z-x) +1(y+z) -1 (x+y) thanpuzzles
two cells.are different
Here we can see how Harbans 0.2+from0.1+
KenKen puzzles as, in H
Illustra�on 8 of number
(i) Choose thesets with todifferent
numbers be used and operations
consider can
thembe used,
as x, y andsuch as the
z; here multiples
opera�onofis
highlighted and the resultdecimals,
numbers, is wri�en before it. (ii)whole
fractions, Use 3 consecu�ve to 5 0.2 and so on. Fur
integers -5variables,
numbers, integers,
s to be used and consider them as x, y and z; here the opera�on is Illustra�on 9 Choose thetonumbers that can
replaced by ‘Group box’ and ‘Freebie’ is replaced by ‘single box’ communica
before it. (ii) Use 3 consecu�ve integers -5 to 5 solve this puzzle.
-2(2x-y)
The rule 1that no number will be repeated in any row or column is the same in bo
Illustration Illustra�on
9 Choose the9 Choose thethat
numbers numbers
can bethat can be used to
solve
used toIllustra�on this KenKen
puzzle. puzzles
1 and the symbolic representation is also the same, 0.1+ i.e., the target
10
solve this puzzle. Use , x, x2
2(z-x) on the top
+1(y+z) of a box with the operation. Further, we can use various types of
0.1+-1 (x+y) 0.2+ 0.1+
number of cells. One example of a puzzle having more than two cells is
1× x×
0.2+ 0.1+ 0.2
x(x+1)+ x3÷ Exploring the hidden patterns and potent
0.2

1
When we were exploring the puzzles, we
Illustra�on 10 xUse , x, x2
Illustration 10 Use 1/x, x, x 2 solving these puzzles. We realized that suc
move in increasing order of difficulty) and
1× x×
support our statement, we would illustrat
create 3 ×3 grid puzzles. Let us take an ex
x(x+1)+ x3÷
Exploringobserve and
the hidden canpuzzle
also compute usingstudent
perm
Exploring the hidden patterns and potential ofpatterns
the and potential
to use itofwith
the puzzle to use it with students of all ages.
x Whenpuzzles,
we were exploring theacross
puzzles,with
we came
When we were exploring the we came a number of patt
across a number of patterns while creating and
solving these puzzles. We realized thatpuzzles.
solving these such
1 kind
We of puzzles
2 realized work
0 such
that kindas low floor hig
move in increasing order ofofdifficulty)
puzzles workand alsofloor
as low promote the tasks
high ceiling computational
(i.e.,
2 think
1
Here we can see how Harbans puzzles are
support our statement, wethey
different from KenKen puzzles as, in Harbans
moveillustrate
would in increasingtheorder of difficulty)
patterns and in 3 × 3 grid
observed
also promote the 2computational
0 of filling
1 up 3 numbers
thinking skills
create
puzzles, a variety of number sets3with
×3 different
grid puzzles. Let us takeTo
of students. ansupport
example our statement, we would 1 0, 1,02
operations can be used, observe and can
such as multiples of also
10, compute using
illustrate thepermutation
patterns observed that
in 3the
× 3possible
grids and number of ar
even numbers, odd numbers, decimals, fractions, the possibilities
0 to create1 3 ×3 grid puzzles.
2 Let us
2
whole numbers, integers, variables, and so on. take an example of filling up 3 numbers 0, 1, 2 in 0
Further, the name ‘cage’ is replaced by ‘Group a 3 × 3 grid; we can observe and can also compute
1 ‘single
box’ and ‘Freebie’ is replaced by 2 box’ to 0 using permutation
2 1 that the0 possible number
communicate in a simple language. The rule 0 of1 2
arrangements is 12.

2 0 1 1 01 22 0 2 0 1
2 1 0
0 1 2 0
0 2 1 1
0 1 2
Azim Premji University At Right Angles, November 2022 27

2 1
 We can observe that the first square can be filled that students used to create and solve such puzzles.
in 3 possible ways, second and fourth squares can Many students of third and fourth grades used
be filled in 2 possible ways, the rest of the squares ‘guess and error’ strategy to write the target
are left with a single choice only. Therefore, total number to create the puzzle and rectify their
number of possibilities is 3 × 2 × 2 = 12. errors while solving it. Another way to create the
puzzle that two third graders used was ‘solution to
puzzle strategy,’ i.e., they started with a solution
(but did not write it in their puzzle sheet) to reach
the target numbers and the operations used. For
example, they decided to put 1, 2, 3 in the first
row of a 3 × 3 grid and then subtracted 2 from
3 to get the target number as 1. This way they
created a cage having 2 cells with a target number
With just one grid, an ample number of puzzles 1 and ‘minus’ as operation. Such opportunities
can be created by varying the cages and operations. made them think analytically and logically, which
When these puzzles were given to students of are important mathematical processes.
different grades, we encountered different ways

28 Azim Premji University At Right Angles, November 2022

 We cana observe
single choice that theonly. first Therefore,
square can be total number
filled of
in 3 possib
I II III
VII VIII IX second With and fourth
just squares
one grid, canan be ample
filled in number
2 possible of ways, the re
puzzles
IV V VI squares are left with
the cages and operations. When these puzzles
a single choice only. Therefore, total number of possibilities is 3×
different
VII grades,IXwe encountered
VIII With just onedifferent
grid, an amplewaysnumber that students
of puzzles used
can beto creatb
created
Many
Further, while students
creating of third
the puzzle, it was and thefourth
cagescan grades
andnotice used
that
operations. all the‘guess and(1puzzles
illustrations
When these error’ strategy
to 10) given
were given to w
to stu
observed that just by taking one puzzle, we can above have been created using one puzzle only.
create
different
create ample number the of puzzle
grades,
variations. and rectify their
we encountered errors
different ways
Target while
Numbersthat havesolving
students it. Another
used
been replaced tokeeping
createtheway to create
and solve such
Many students of third and fourth to grades used ‘guess and i.e.,error’
theystrategy
startedtowithwriteathe target nu
Suppose graders
we have oneused puzzlewas where‘solution puzzle strategy,’ solution (
cages same.
0, 1, 2
create
numberspuzzle
the
are to be sheet)
puzzle
filled, andto
and rectify
wereach
want to to
their errors while solving it. Another way to create the puzzle that
the target
create numbers
Further, in the 3 and thewe operations
× 3 grid, used. For exa
can observe patterns
a puzzle graders
using 10,used 20, 30was ‘solution
instead of 0, 1,to2.puzzle strategy,’ i.e., they
in diagonal started
numbers withthose
and once a solution
patterns(but
are did not write
1,2,3
Observe puzzle in
the firstsheet) thenumber,
target tofirst
reachrow tothe
it is ofsum
the atarget
3×3 gridnoticed,
of numbers andand then
thethe subtracted
operations
puzzles 2 in
used.
can be solved from
For 3 to getthey
example,
a minimum thethoug
targ
they
1 and 2, 1,2,3 created
i.e., second
in and third
+ the first
+
arowcage
of a having
number. grid2and
So, we
3×3 cells with
number
then ofa steps.
subtracted target number
2 from 3 to get1 the
andtarget
‘minus’ numberas oper
as 1.
would replace 3 by 50 as 50 is sum of second
made
and thirdthey them
created
number. a think
Similarly,cage analytically
having
1 can andalogically,
2 cells with
be obtained target number which 1 andare‘minus’
important mathematical
as operation. Such oppop
Explorations for Students
by 1 + 0,made them
i.e., first
Further, think
secondanalytically
andwhile number, so 1the
creating and logically,
puzzle, which
it was are importantthat
observed mathematical processes.
just by intaking one puz
would beFurther,
replaced by 30, i.e., sum ofthe 10 and These puzzles can easily be accommodated
20 it was observed that just by taking one puzzle, we can crea
while creating puzzle,
number
and so on, as shown of variations.
below. the school curriculum as such puzzles can be
number of variations. Suppose we have
created for most of the one puzzle
school where 0,1,2 numbers
maths topics
Supposegiven
we have
fromone puzzle
primary towhere
secondary0,1,2 numbers
grades. Theseare to be filled, an
create acreate
puzzles a puzzle
puzzle using
provide using
10,20,30
scope 10,20,30
forinstead
problem instead
of solving
0,1,2. and ofthe
Observe 0,1,2. Ob
first targ
sum of 1sum
also 2ofi.e.,
andproblem1 and
second2 i.e.,
posing and
in thesecond
third andStudents
number.
classroom. third
So, we number.
would replaceSo, 3w
can be given
sum of second suchnumber.
puzzles asSimilarly,
a practice1material
sum ofand third
second and third number. can Similarly,
be obtained1by 1+0b
can
too which, though essential, is often boring
second number, so 1 would be replaced by 30 i.e., sum of 10 and 20
second number,
and repetitive. so 1 this,
Apart from would therebeis areplaced
lot of by 30 i.e.,
scope to create and solve new puzzles, explore
patterns and find more complex mathematical
So, our new Puzzle would be - connections through these puzzles. Some of the
So, our new Puzzle would be -
So, our new Puzzle would be - questions for explorations would be-
• How many steps are used in solving the puzzle?
50+ 30
+ • What are the minimum number of steps to
50+ 30 solve the puzzle?
40+ 30+
+ • Is it always feasible to get the solution with
the target numbers given?
30
40+ 30+ • Do we always have a unique solution for a
puzzle or more than one solution can exist?
30 • What are the possible number of
In this way we can take any three numbers
(integers, fractions, etc.) that is to be filled in the arrangements in a 4 × 4 grid? Can we
grid, we can just replace the target numbers by generalize to get the possible number of
using the same process as mentioned above. You arrangements for an n × n grid?

References
1. Evered, L. (2001). Riddles, Puzzles, and Paradoxes: Having Fun with Serious Mathematics. Mathematics Teaching in the Middle
School, 6 (8), 458-61.
2. NCERT (2006). National Position Paper on Teaching of Mathematics. NCERT: New Delhi. http://www.kenkenpuzzle.com/

Azim Premji University At Right Angles, November 2022 29

 MR. SUNIL BAJAJ is the Deputy Director, SCERT Haryana, Gurugram. He has also been a Resource Person
for the professional development of teachers, development of maths textbooks, maths kits, TLMs and modules
by NCERT and SCERT and was honored by W/Governor of Haryana on Teachers Day. He may be contacted
at [email protected]

JASNEET KAUR is Lecturer of Mathematics at SCERT, Haryana, Gurugram and has been a passionate maths
teacher with a researcher’s mind, having 13 years of experience of teaching mathematics across school grades
and teacher education environments. Her keen interest area is to study students’ and teachers’ mathematical
thinking. She has been a part of many Maths Education projects at the State and National levels. She may be
contacted at [email protected].

30 Azim Premji University At Right Angles, November 2022