Formulator Tarsia Jigsaw Puzzles

The brilliant (and, amazingly, free!) Formulator Tarsia application makes special jigsaw puzzles where learners match up questions and answers on adjacent puzzle pieces.  It is a fantastic, fun "entry-level" collaborative activity.

You input the questions and answers and the software jumbles them up and makes an attractive puzzle of shapes.


The puzzles generate dialogue, reactivate prior knowledge and - if thoughtfully designed - can encourage higher order thinking.  Ideally use in groups of three to encourage discussion and peer learning. The questions and answers can obviously be on any topic, but be careful not to use lengthy questions or answers as the font will be very small when the jigsaw is printed out.

The software can be downloaded here. Note that the software was originally designed for maths but is suitable for any subject.  If you are downloading it at school, you will probably need your network administrator's help to install it.

It is very simple to make your own puzzles and they are usually extremely popular with learners, whether grapheme matching in KS1, matching Shakespeare quotes to characters in KS3 or solving cubic equations at A level.  You can even paste in images to make a matching exercise for younger learners.

But the clincher for me is this: when you print out the puzzles (preferably with each set on a different colour of A4 card) the questions and answers are all jumbled up.  This means that you can get the learners to cut out the puzzles without cutting out dozens of sets yourself!

23 comments:

  1. Becky, Anna, Terresa13:21

    Tool used – Tarsia Jigsaw
    Time taken to prepare (in minutes) - 20
    Class – Year 3/4
    Period - Literacy

    We used the Tarsia jigsaw maker as a way of ascertaining how much our students knew about fairy tale characters. Questions such as “Who wears boots, has a sword and miaows?” were included.

    What was the response from students?
    The strategy was used as a main activity for our year 3/4s. The children worked in pairs to solve the puzzle.

    It can be tricky, mixed ability pairings work well.

    Pupil engagement [4 ]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

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  2. Time taken to prepare (in minutes) – 45 mins
    Class – Year 5/6 maths set
    Period – Maths session (took 25mins)

    During the 1st session I used questions on the properties of number using the triangular jigsaw grid, on the 2nd session I used the grid with a mix of squares and rectangles on the theme –properties of shape

    I used this tool for the oral and mental starter in a maths lesson. A fantastic response, all children engaged on activity, children working in groups of 3 – 4. The most successful attempts were the groups who interacted and worked as a team. Some groups split the triangles between them, this approach wasn’t successful because other children had the answers to others questions, made progress slow.

    Make sure that you double check your own answers so that there is one correct answer to each question, and there are no errors. Make sure that you leave enough time for feedback/address any misconceptions.

    Pupil engagement [4 ]
    Pupil enjoyment [ 4]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [ 4]
    How much YOU enjoyed using this technique [4 ]

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  3. Frances13:24

    Time taken to prepare (in minutes) – 25 minutes
    Class – Reception- groups of 3
    Period - morning Maths

    The children have been recording and solving plus sums. I made a complete Tarsia jigsaw, thinking it would be too big for the little ones- some of them managed!! For those who found it to be a bit much, we worked on a smaller portion of the whole. Each group was asked to describe and name the shape that their puzzle made.

    This was a group activity. The pupils engaged with the activity really well and there was some good dialogue between the children about checking that the number was read the right way (6 and 9). Some of them also slowed other more impulsive children down ensuring that they had a sum and an answer matching.

    A smaller version of the puzzle is most appropriate for reception: select bit of it and block out the border questions to avoid confusion (or leave them as differentiation for the more talented)

    Pupil engagement [4 ]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [ 4]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4]

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  4. Trevor13:26

    Mixed ability vs similar ability group work using jigsaws

    Time taken to prepare – 20 minutes
    Class – Year 9 Maths (range of students working at Lvl 4, 5 and 6)

    I divided the class up into groups of three, ensuring each group had someone from each ability range. I thought this would encourage discussion between the students. It did not. The more able students simply did the task. When they got stuck no-one could help them except me.

    I have now repeated this task twice with really good success. I created the groups by ability. I designed two tarsia jigsaws aimed at Lvl 4-6 for the more able groups and Lvl 3-5 for the least able groups. What I found was the groups did discuss the task and when they got stuck or disagreed they genuinely were able to talk it through with each other.


    I have also used them for homework to consolidate work.

    May need to increase size when questions are sentences as font gets smaller on jigsaw pieces – or does someone know how to write sentences and increase the font size?

    Pupil engagement [4 ] – in groups of similar ability
    Pupil enjoyment [4 ] - in groups of similar ability
    Pupils meeting lesson objectives [4]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

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  5. Christine13:28

    Time taken to prepare (in minutes) – 25 minutes
    Class – 9 set 6

    The students have recently been working on solving equations and have been making good progress but still have some issues with remembering the techniques. I made a Tarsia jigsaw with 12 squares to allow the students to solve equations in small teacher directed groups and work collaboratively to get the solution. It provides a wonderful opportunity to talk to pupils about what they are doing.

    This was the main activity for the lesson and it lasted about 25 minutes. The pupils engaged with the activity really well and when they had the chance to feedback at the end of the lesson said they had really enjoyed it – they worked very well together.

    (A harder version with a year 11 set 1 on quadratic equations lasted for 2 full periods!)

    Tips: Find a way to get someone else to do the cutting out – pupils could do this themselves as the puzzle is randomly generated. Have your questions and solutions ready in advance.

    Pupil engagement [4 ]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [ 4]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4]

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  6. Revision
    Class: Year 10

    I used key terms from the units of work studied so far so that they could revise for their end of year exam using the jigsaw to prompt their memories.

    They completed the jigsaw in class as a main activity and they worked in pairs. The response was positive and the students were all engaged and keen to finish first.

    Give strict time limits and incentives for finishing first – they are more keen on completing if there is a reward available.

    Pupil engagement [4]
    Pupil enjoyment [4]
    Pupils meeting lesson objectives [4]
    Suitability of technique for the content being delivered [4]
    How much YOU enjoyed using this technique [4]

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  7. Anita13:31

    Time taken to prepare (in minutes): 60
    Class: Year 8

    We were revising algebra – solving equations, and they had to match equations to solutions, or expressions that were simplified.

    It was used as a main activity and the students thoroughly enjoyed it.

    Tip: Give very clear explanations at the start as to what the finished product will look like on their table (photo would help). Also, timing the activity helps enormously, (timer on the IWB), rewards for first group that finishes, etc.

    5. How would you rate (using the scale below) the success of the strategy you used in terms of:-

    Pupil engagement [4]
    Pupil enjoyment [4]
    Pupils meeting lesson objectives [4]
    Suitability of technique for the content being delivered [4]
    How much YOU enjoyed using this technique [4]

    ReplyDelete
  8. Jigsaw top tip

    I used this for re-capping knowledge at the end of a unit. Once you get the hang of making them then it is easy and most of the students now know how to complete them which is great.

    top tip- you can use one of the tools on the active studio - the camera in think to take a snap shot of your solution and then have it on your white board. this is very handy if you have made a difficult puzzle and you might want to get one of the people in each group to come and look at it for 10 seconds or show them the shape they are trying to make as some students find it really difficult to visualise.

    I will use this again for different topics and now I know it is on the school system it will be easier to make.

    The copying into different colours is difficult if you usually photocopy yourself it can be quite time consuming so you have to be organised and put it into reprographics.

    A really good group activity - excellent for revision.

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  9. Helen14:02

    Music
    Helen Sands
    30 minutes preparation
    Class 7I

    I used Jigsaw as a revision tool. It covered every topic & enabled myself and the students to assess their knowledge and what to focus revision sessions on

    It was intended as a starter but took the whole lesson. The class worked in groups of 4 or 5 (chosen by me). They really enjoyed the activity & were having focussed discussions for the whole lesson

    Can take a while to cut all the pieces up. Ensure you have a strategy to keep each groups triangles away from each other! Ensure no two questions have the same answer.

    How would you rate (using the scale below) the success of the strategy you used in terms of:-

    Pupil engagement [ 4 ]
    Pupil enjoyment [ 3 ]
    Pupils meeting lesson objectives [ 4 ]
    Suitability of technique for the content being delivered [ 4 ]
    How much YOU enjoyed using this technique [ 4 ]

    ReplyDelete
  10. Karen14:05

    Worked with staff in INSET
    Curriculum area - Sentence level for English

    Time taken: 30 mins to prepare, 10 mins to complete

    We are having a whole school focus on developing sentence level this year. The Tarsia puzzle I developed was based around connectives. It required "pupils" to match together two parts of a sentence. The focus was on the joining words - as, so, because. To be able to match the two parts of the sentence there had to be an understanding of how the connectives worked. e.g. when using "as" two things are happening concurrently. Some thought had to go into the sentences in the preparation stage and I would recommend going through your "because" sentences first as I got a little confused about how many of each connective I had used and it's time wasting having to go back and look at the different pieces of the puzzle.

    Also, I realised that when they had completed the puzzle, that my explanation of the job 'because', 'as' and 'so' do was not as clear as I thought, so absolute clarity on this and a rehearsal of their jobs would've been helpful. As with most sentence level, we felt teacher use of it is more instinctive and you just tend to know what works! Explaining it is a whole other challenge! I could see this activity working with other connectives.

    Pupil or staff engagement [4 ]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

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  11. Matthew14:07

    Brief descriptive title - Tarsia dominoes and jigsaw in Numeracy 2, 3, 4, and 6 times tables.
    Time taken to prepare (in minutes) - 20 mins to prepare
    Year group - 3

    I used this tool as a plenary activity for children to rehearse recall of their times tables. To make the activity simple I made a domino set of cards for the 2,3,4 times tables. Children read either a question or an answer on the card and then matched with the corresponding card. To make this activity harder I used the triangle jigsaw tool to make a puzzle.

    The children REALLY enjoyed using this and challenging themselves. They clearly showed enthusiasm when carrying out the activity and were very pleased when they had solved it.

    No other adults were used during this teaching activity.

    Make sure that you are comfortable using formulator tarsia and it is installed on your computer network. Find someone in your school who has already used it if you get stuck.

    ReplyDelete
  12. Casey14:08

    Tool used – Tarsia Jigsaw
    Time taken to prepare (in minutes) - 20
    Class – Year 1
    Period - Numeracy (Maths Week)

    We used the Tarsia jigsaw maker to support children in solving simple addition calculations working with numbers up to 20.

    The strategy was used as a main activity for our year 1's. The children worked in small groups to solve the puzzle, using number lines and multilink to help support counting. The children loved the idea of using their addition to solve puzzles.

    Works well with either mixed ability pairs or groups as for some children it can be challenging.

    Pupil engagement [4 ]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

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  13. Catherine14:09

    Tarsia - Science - Electricity Review year 6
    Time taken to prepare (in minutes) - 20
    Class – Year 6
    Subject: Science (Electricity)

    2. We couldn't get the Tarsia jigsaw maker to work so drew our own Tarsia triangle containing information about electricity ensuring we covered the key vocabulary, symbols etc.

    3.The strategy was used as a main activity to review what they children knew at the end of the topic. The children were very enthusiastic and work very well in small groups, discussing the answers and matching up the puzzle. They didn't want to stop.

    4. Works well with either mixed ability pairs or groups as for some children it can be challenging. The children found joining the puzzle difficult as we had a number of pieces that could have matched up together but when they tried to put the puzzle together it didn't fit. Just make sure you don't repeat any information in a different way.

    5. How would you rate (using the scale below) the success of the strategy you used in terms of:-
    Pupil engagement [4 ]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

    ReplyDelete
  14. Mark and Julie14:11

    Tarsia- Themed Learning (Ancient Greece)- Yr. 5
    Tool used - Tarsia Puzzle
    Time taken to prepare (in minutes) - 30mins
    Year group - Year 5
    Subject and topic - Themed / Integrated Learning (Ancient Greece)

    The puzzle was used to refresh / check students understanding of what had been learnt so far in this topic. A puzzle with 9 pieces was created for middle to low reading groups and an 18 piece puzzle was created for higher reading group.

    Students loved the challenge and soon found out that the activity was difficult to complete if you were only concentrating on creating the final shape. We mind mapped strategies on what would make this a successful activity as learners (eg. teamwork, reading all puzzle pieces first, problem solving etc). Two groups of students with 9 piece puzzle solved it in under 15mins. Their next challenge is to complete the 18 piece puzzle. The students working on the 18 piece puzzle will return to the activity next week to complete.

    Did you work with any other adults in the room to maximise the impact of using this strategy? If so, how? Teacher Assistant supported lower reading group.

    What advice would you give to another teacher wishing to use this tool (shortcuts, pitfalls, changes you would make etc)? Differentiate the activity. Be prepared for students who finish early. Get early finishers to create examples of their own statements / questions they would add to a puzzle.

    How would you rate (using the scale below) the success of the strategy you used in terms of:-
    Pupil engagement [5 ]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [5 ]
    How much YOU enjoyed using this technique [4 ]

    ReplyDelete
  15. Natalie14:12

    Year 2 Maths Homework

    Tarsia program could not be opened at school so this had to be prepared at home.

    We used this strategy as a practical Maths homework activity for Year 2 to reinforce doubles and halves. We are encouraging children to keep the games we create at home and play them more than once. Parents and carers have said they enjoy this activity too.

    ReplyDelete
  16. Robina, Amyand Catherine14:14

    Tarsia - Reading - Shakespeare - Review before writing biographies - Year 6
    Tool used – Tarsia Jigsaw
    Time taken to prepare (in minutes) - 20
    Class – Year 6

    We couldn't get the Tarsia jigsaw maker to work so drew our own Tarsia triangle containing information William Shakespeare and his life

    The strategy was used as a main activity to review what the children remembered about the life of William Shakespeare. We were moving onto writing biographies, and had talked a lot about actual facts, and also about myths surrounding Shakespeare. Both of these were included in the puzzle.

    Works well with either mixed ability pairs or groups as for some children it can be challenging. It is good to have some similar sentence starters, to ensure the children are really thinking about the facts, eg Shakespeare's wife was named Anne Hathaway and then another one which says Shakespeare's wife was 9 years older than him.

    How would you rate (using the scale below) the success of the strategy you used in terms of:-
    Pupil engagement [4 ]
    Pupil enjoyment [4 ]
    Pupils meeting lesson objectives [4 ]
    Suitability of technique for the content being delivered [4 ]
    How much YOU enjoyed using this technique [4 ]

    ReplyDelete
  17. Shaun14:15

    Rocks and Soils – Tarsia – Year 3
    Tool used - Tarsia
    Time taken to prepare (in minutes) - 35

    Subject and topic – Rocks and Soils - Science

    Used straight from the printer – no enlargement or mounting on coloured card etc.

    Purposely used a very dry subject, with minimum presentation and preparation to test how much the tool could engage children’s attention. Result - children cooperated and completed puzzle in a time comparable to an adult given same task.

    Make sure you keep saving the document during its creation.

    How would you rate the success of the strategy you used on a scale of 1 - 5? 5

    ReplyDelete
  18. Simon14:17

    Brief descriptive title -Opposites,Year 3, triangles
    Tool used -standard triangle Tarsia jigsaw
    Time taken to prepare (in minutes) -30
    Year group -3
    Subject and topic -Literacy

    Please give a brief description of how you adapted this tool for use in your classroom. We did some brief vocabulary preparatory work, clarifying exactly what an opposite was. The orientation of some of the words in the template was a bit annoying.

    They worked in mixed pairs,enjoyed it and it lead to plenty of lively discussion.

    I worked with a colleague which helped to bounce ideas about in the warm up.

    Tip: Go for the standard before the extended, it may be useful to have some extra prepared for early finishers. The cutting out can be a bit fiddly, laminate for repeated use.

    How would you rate the success of the strategy you used on a scale of 1 - 5? (You can also use the Forum rating tool at the top of the page to do this) 4

    ReplyDelete
  19. Ramola14:19

    Opposites
    Tool used - standard triangle jigsaw
    Time taken to prepare (in minutes) - 30 incl laminating, cutting out etc
    Year group - 3
    Subject and topic -literacy

    Please give a brief description of how you adapted this tool for use in your classroom. I worked specifically with EAL children. We looked at an "opposites" poster and brainstormed our own words.

    They were very positive and I found they collaborated well. "It seemed quite hard at first. We thought our brains were a bit empty. Then we started the game and we encouraged each other, helped each other, which was impressive. It was fascinating. I loved it." Quotes from all 4 chidren. I know it seems over the top, but they are direct quotes!

    I shared the idea with a colleague (Simon above) and discussed our strategies.

    I really think it is a useful tool. I've also used it for other ideas such as healthy eating. I like the simple domino for younger pupils. It really is not difficult to use and does not take long to do.

    How would you rate the success of the strategy you used on a scale of 1 - 5? (You can also use the Forum rating tool at the top of the page to do this) 5

    ReplyDelete
  20. Rosamunde14:22

    Exploring the history of the area around Smithfield Market – Formulator Tarsia – Year 5 G and T

    Tool used - Formulator Tarsia Jigsaw Puzzle

    Time taken to prepare (in minutes) – the children created their own questions over several lessons including a field trip.

    Subject and topic – As part of the G and T programme a group of Year 5 children researched the history of the area around Smithfield Market London starting from around the 12th century.

    Please give a brief description of how you adapted this tool for use in your classroom.
    Having researched the history of the area around Smithfield Market and completed a field trip, the children created their own questions.
    What was the response from learners?
    The children enjoyed the task but needed help in phrasing the questions. They also found it surprisingly challenging to piece their own questions together.

    On the field trip we visited St Bartholomew the Great church where the children questioned the priest and recorded his answers. They then included information gained in their questions. They were aware before the trip that they had to gather information to create questions and answers. We had prepared some questions and answers before leaving on the field trip.

    The tool can be used both ways. Either the teacher can create the questions but for the more able pupils it is an extra challenge for them to create them.

    How would you rate the success of the strategy you used on a scale of 1 - 5?
    5

    ReplyDelete
  21. Katie17:28

    Hi, you all seem to have had great success with tarsias. I have downloaded the formulator tarsia software but it keeps deleting the spaces between words. Any help would be gratefully recieved!

    ReplyDelete
    Replies
    1. Hi Katie

      When you are entering text in the input tab, you need to change the Style menu to Text (rather than Maths, to which it defaults). This should solve the issue.

      Delete
    2. Anonymous08:52

      I also needed to change the font to ARIAL

      Delete

(Please post when you have tried this particular tool - thanks!)
How did you adapt this tool for your classroom?
What was the response from your learners?
What advice would you give other teachers about this tool?