# Masters for Photocopying Problems with Patterns an'd Numbers Joint Matriculation Board

Problems with Patterns an'dNumbers
Masters for
Photocopying
Joint Matriculation Board
Shell Centre for Mathematical Education
Teaching
Strategic
Skills
- Publications
List
Problems with Patterns and Numbers - the "blue box" materials
•
School Pack - Problems with Patterns and Numbers 165 page teachers'
book and a pack· of 60 photocopying masters.
•
Software Pack - Teaching software and accompanying teaching notes. The
disc includes SNOOK, PIRATES, the SMILE programs CIRCLE, ROSE
and TADPOLES, and four new programs* KA YLES, SWAP, LASER and
FIRST . Available for BBC B & 128, Nimbus, Archimedes and Apple IT
(* the Apple disc only includes the five original programs).
•
Video Pack - A VHS videotape with notes.
The Language of Functions and Graphs - the "red' box~' materials
•
School Pack - The Language of Functions and Graphs 240 page teachers'
book, a pack of 100 photocopying masters and an additional booklet Traffic:
An Approach to Distance-Time Graphs.
•
Software"Pack - Teaching software :and accompanying teaching not.es. "The;
disc includes TRAFFIC, BOTILES, SUNFLOWER and BR~GES.
Available for BBC B & 128, Nimbus, Archimedes and PC.
•
Video Pack - A VHS videotape with notes.
For current prices and further information please write to: Publications
Department, Shell Centre for Mathematical Education, University of Nottingham,
Nottingham NG7 2RD, England.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
Note: We welcome the duplication of the materials in "this package for use
exclusively within the purchasing school or other institution.
Masters for Photocopying
CONTENTS
Examination Questions
The Climbing Game
Skeleton Tower
Stepping Stones
Factors
4
5
6
7
Reverses
8
(12)*
(18)
(22)
(28)
(34)
Classroom Materials
Unit A
Introductory Problems
Al Organising Problemst
A2 Trying Different Approachest
A3 Solving a Whole Problemt
10
11
13
15
(45)
(46)
(50)
(54)
Unit B
B1 Pond Borders
Pupil's Checklist
B2 The First to 100 Game
Pupil's Checklist
B3 Sorting
Pupil's Checklist
B4 Paper Folding
Pupil's Checklist
17
18
19
20
21
22
23
24
(72)
(73)
(76)
(77)
(80)
(81)
(88)
(89)
Unit C
C1 LaserWars
C2 Kayles
C3 Consecutive Sums
25
26
A Problem Collection
The Painted Cube
Score Draws
28
29
30
31
32
(96)
(98)
27 (100)
Cupboards
Networks
Frogs
Dots
(106)
(108)
(110)
(112)
(114)
33 (116)
Diagonals
34 (118)
The Chessboard
35 (120)
1
Ili'~llllli~iml
N15819
A Problem Collection (cont'd)
36 (124)
The Spiral Game
Nim
37 (126)
First One Home
38 (128)
Pin Them Down
The "Hot Fat Tune" Game
Domino Square
The Treasure Hunt
39
40
41
42
(130)
(132)
(134)
(136)
Support Material
2. Experiencing Problem Solving: A Treasure Hunt Problem
44 (146)
5. Assessing Problem Solving:
45
46
47
55
63
64
Skeleton Tower Problem
Skeleton Tower Marking Scheme
6 Unmarked Scripts
6 Marked Scripts
Notes on Marked Scripts
Marking Record Form
(18)
(19)
(163)
(163)
(163)
(164)
* The numbers in brackets refer to the corresponding pages in the Module book.
t
The masters for AI, A2 and A3 should be used to form four page booklets, by
photocopying back to back onto paper and folding this paper in half.
2
Specimen
Examination
Questions
~~~~
~~
~
JIJ!1 '"
:::H-
~~
VIM-!:),
V',1> ~
~~~~}
,I~f'i P\
~rKvxr_
~
~ ~~
~
IITXXlX
IIllfN~
r>A
~
Wy~
~
W"':¥
~~:J-x...L~
£Ii'
x7(jx
~1i
X
¥
,r~
-:)
[/~
~~\IJ//TJ ,~fJ'
~~v
l\\\
~
~
I< X,:
a(II
~'"
!..::/ft'"
~/~~~~
.:x:
~
~
r-T'k'
~"6..~//f
k~
v
rz:
}k i'5<
"',-'
~i
r\~
v.;r:;:;" ~
~h ,~
~ff;;l
i)
~ ~~
K\..\~
~~
40
~
2'/1'\'\
~
-r~z;
)< \<S.t "\,
'\'\,"'-:~
:l- '.fJ~
3
~~
1/1KV
t/~~
d
~
/1.. .••
)\>
::::;~
~~/Vf<e.~tl
~"'~
X
1~ '/I
:R b«\/'~
~~
C>'fW
r<~~X-"
Il:;llj
7;)
~"""''kP,,*
a=IM
~x~~_
~~~
FIfI
4-:I?:Ir
THE CLIMBING GAME
Finish
•
This game is for two players.
A counter is placed .on the dot labelled '"start" and the
players take it- in turns to slide this counter up the dotted
grid according to the following rules:
At each turn, the counter can only be moved to an adjacent
dot higher than its current position.
Each movement
three directions:
can therefore
only take place in one of
.",'./ .
•
The first player to slide the counter to the point labelled
'''finish'' wins the game.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Start
Finish
(i)
(ii)
This diagram shows the start of one game, played
between Sarah and Paul.
Sarah's moves are indicated by solid arrows (
.--)
Paul's moves are indicated by dotted arrows (- - -+)
It is Sarah's turn. She has two possible moves.
Show that from one of these moves Sarah can ensure
that she wins, but from the other Paul can ensure that
he wins.
If the game is played from the beginning and Sarah
has the first move, then she can always win the game
if she plays correctly.
Explain how Sarah should play in order to be sure of
winning.
•
•
•
•
•
•
•
I.
.;'
..... ..•
~.
<:
•
•
•
".••..
I
•
Start
©Shell Centre for Mathematical Education, University of Nottingham. 1984.
4 (12)
.;'
SKELETON TOWER
(i)
How many cubes are needed to build this tower?
(ii) How many cubes are needed to build a tower like this, but 12 cubes high?
(iv) How would you calculate, the number of cubes needed for a tower n cubes
high?
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
5 (18)
STEPPING STONES
A ring of "stepping
stones" has 14 stones in it, as shown in the diagram.
start
A girl hops round the ring, stopping to change feet every time she has made 3
hops. She notices that when she has been round the ring three times, she has
stopped to change feet on each one of the 14 stones.
(i)
The girl now hops round the ring, stopping to change feet every time she
has made 4 hops. Explain why in this case she will not stop on each one of
the 14 stones no matter how long she continues hopping round the ring.
(ii)
The girl stops to change feet every time she has made n hops. For which
values of n will she stop on each one of the 14 stones to change feet?
(iii) Find a general rule for the values of n when the ring contains more (or less)
than 14 stones.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
6 (22)
FACTORS
.
The number
12 hC;lssix factors: 1,2,3,4,
.
6 and 12.
Four of these are even (2,4, 6 and 12)
and two are odd (1 and 3).
(i)
Find some numbers which have all their factors, except 1, even.
Describe the sequence of numbers that has this property.
(ii)
Find some numbers
which have exactly half their f~ctors even. Again
describe the sequence of numbers that has this property.
Explain in both part (i) and part (ii) why your result is true.
@Shell Centre for Mathematical Education, Uniyersity of-Nottingham, 1984.
7 (28)
REVERSES
Here is a row of numbers:
2,
5,
1,
4,
3.
They are to be put in ascending order by a sequence of moves which reverse
chosen blocks of numbers, always starting at the beginning of the row.
Example:
(i)
2,
5,
1,
4,
3
reversing the first 4 numbers gives
4,
1,
5,
4,
1,
5,
2,
3
reversing the first 3 numbers gives
5,
1,
4,
..
,
3
5,
1,
4,
2,
3 reversing all 5 numbers gives
3,
2,
4,
1,
5
1,
2,
3,
4,
5
")
3
Find a sequence of moves to put the following rows of numbers in ascending
order
(a) 2,
(b) 4,
(c) 7,
(ii)
2,
3,
1
2,
3,
1
2,
6,
5,
4,
3,
1
Find some rules for the moves which will put any row of numbers
ascending order.
©Shell Centre for Mathematical Education, University of Nottingham,
8 (34)
"19s4.
in
Classroom
Materials
9
INTRODUCTORY PROBLEMS
These are different kinds of problem to those you are probably used to. They do
not have just one right answer and there are many useful ways to tackle each of
them. Your teacher is interested in seeing how well you can tackle these
problems on your. own. The methods you use are as important as the answers
you get, so please write down everything you do, even if you are not sure it is
right.
1 Target
On a calculator you are only allowed to use the keys
You can press them as often as you like.
You are asked to find a sequence of key presses that produce a given number in
the display. For example, 6 can be produced by
3x4-3-3=
(a) Find a way of producing each of the numbers from 1to 10. You must "clear"
your calculator before each new sequence.
(b) Find a second way of producing the number 10. Give reasons why one way
might be preferred to the other.
2
Discs
Here are two circular cardboard discs. A number is written on the top of each
disc. There is another number written on the reverse side of each disc.
By tossing the two discs in the air and then adding together the numbers which
land uppermost, I can produce anyone of the following four totals:
11, 12, 16, 17.
(a) Work out what numbers are written on the reverse side of each disc.
(b) Try to find a different solution to this problem.
3
Leagues
A top division has 22 teams. Each team plays all the other teams twice-once at
home, and once away. Games are usually played on Saturdays, but sometimes
on Wednesdays too. The season lasts about 35 weeks.
There is a proposal to expand this top division to 30teams.
How many matches in all would be played, and how'~any matches would each
team play? What would the effect be on the length offue playing season?
I
I
©Shell Centre for Mathematical Education, Uniyersity of Nottingham, 1984.
10 (45)
$...l en Q) ..•..• ..c:: ....•....• Q) Q) .o~ .,.- J.-4r-~ O=: ..•..• en ~ Z' t: o V >- ro ..c:: v ~ v V'J o 0.. 0.. =',.. V'J o en ._1.~ ~ ~\~\ 0"tL..' " -=:-A.. I~'" ~ )( "v.... \,)~/ ~/~ v~ ,," X ~~ ~~§Z\X'0~/iI~ ~. j~ l1~ l\ZVY- /] . "\J 'Xi ~ i5<. >d ")go 2(~J' il~ 'I 7- ". "'} ~ ~ ,J \'1/ X(I/ltW:. ~~/f:~1 ~ " v ~ j'~~~', l), ~v ~,,~~ ~ :'~~l" -U "\ 1)< A\l~~K "" ,,~ ~ ='~ e " . .:2 t: 0.. 0 u r- 0.. 0 ·0 C". Q)$...l
Q)
~~,~
.-t:
-
.9
Q)
V)
0..
..c::
.•..•
r-
>ro
..c
='~
~
11 (46)
e
='
.•..•
t:
en
N
J.-4
r-
Q)
t.+-I
~
t:
ro
V
=
e
0
en
o..~"0
•.....•
0
Q
0
0.. V
Q)
~
~
Q)
t:
o..t.+-I
o
•.....•
:8
Q)
u
N
.~
ro
t:
ro
~
t:
Q)
$...l ~ V) Ol) ..c:: .•..• ='0 4l en ~~I. ~~ ....-4 .5 en ~g ro 0 1-l lo"' [~ ~ ~ ..I. ~ Q)$...l
f\
III/~
C".
~
~f/~>~
~~~
-.l
~~
v
E
o..u
::3 0
~
V'J
o
.••••
o..~
en
0..
0
:r:
~
en
ro
0-
~
><
~
c:
~
.c
~
VJ
~
·On
Q)
~
ro
•...
~
en
~
~
~
Q)
.c
~
Q)
VJ
='
~
0
Z
E
fI.l
-.-.•..=
c:
~
0
=
= Oll=••• =~
.a"
't:S
E
a"fI.l
~
-E cS.~
CI.)
-=
s...
E-c
.~=
~
fI.)
a"
a"
.c
E
=
~
-C
.•..a"
fI.)
~
fI.)
fI.l
-.•..=
a"
,.Q
fI.)
.•..=
s...
.•..=•••
.•..~a"
a"
~
..... = .•..
~
=
CO
= ~a" .•..Q~ .c.•..
Oll
a"
fI.)
s...
0
-=
a"
.~
=
C.
C"I.)
a"
fI.)
~
fI.l
VJ
•••
-~
E
~
Q
- -=
=
= ==
= ;..
CO
s...
a"
a"
Oll
~
.....
~
~
-=
~
Oll
~
.-.•..
.c
.....
C.
~
~
.0
~
0
•...
•••
c..
~
.c
~
a"
s...
~
~
2:
U
~0
.~
0
a"
.c
VJ
-
N
.~
~
o
•...
...
..c
':.J
.£
E
C
o
•..
o
z='
*
*
u
*
12 (46)
*
*
*
*
•...
e
0
:0
Q)
::s
e
~
Q)
rJJ
.-c:
:0
0
== •...
0..
U
~
<
0
=:
a.c
cd
c::
~
~
< :2
eo
c::
.~
.Q
..c
.•...
=:
~
"'0
u
Q)
.•...
~
Q)
~
~
•••••
Q
~
..9
•••••
•..
~
~
Z
>-
=:
E-
rn
rn
<
~
~
~
C
Q)
Q
..c::
.•...
~
c::
~
Q)
E
0
Q)
.D
c::
0
rn
-0
e
Q)
t/)
::s
c::
rn
0..
•...
Q)
N
•.. ~
.
.
::s 0
r/} 0..
·0
0
~
cd
e
•...
0
Q)
.0
.0
Z
Z
•...
e::s
~
0
::r:
*
*
*
Q)
..c.D
.•...
c:
rJ)
.5
o
u
cd
U
~
0"'0
•..•v
Cl) rJ)
.o='
e
='c:
00
rn
.5
o
u
t'-
•...
~
e
C"-.
•...
~
Q)
.D
o
•...
..c
.•...
0..
(1)
Q)
o
.•...
Ol)
..c
.•...
~
Q)
c::
.•...
c::
o
~
.~
o
Vl
o
.•...
u
o
o
*
t/)
<+-4
Q)
e::s
t::
Q)
o..~
o..u
t/)
E::s
tt-I
0.. .~"'O
ro
0
.•...
ro
..c::
.•...
t/)
0
Q)
rn .••.•
o
Q)
ro
c::
(1)
rn
N
~
'1j
::s
V")
.•...
•.. c::
~
.•...
~
u
0..
0
~
~
c::
o
~
::s
0
N
o:.~e
:>
C'\S
..c
c::
r-
cd
N
Q)
0
.•...
~
0..
0
..c
.•...
::s
~
~
•.. Q)
Q)
0
Q)
0
V")
:2
cd
e•...
::s
0..
0
t'-
~
t/)
e
rn
·0
EZ
0..
Q)
~
on
c::
.~
.Q
a.c
•..•.~
o
•...
C"-.
o
V")
o
*
*
13(50)
*
"'0
o
..c
.•...•
(1)
E
on
c:
rJ)
::3
rJ)
c:
.o
u
.•..
•..
t-
..c
.•...•
QJ
:;
~
c.=
E
~
(1)
Oil
c
c
fi:
..•...
..0
:e;
o
•...
0..
Q)
-
..c
o·
(1)
rJ)
••••
Q)
:;j
..0
rJ)
E c:
0
:;j
z
*
*
4-0"'0
u
*
*
*
Q)
"0
to
E
E
0.
?-"
0.
C\l
0.
(")
0.
0.
<0
to
0.
,.....
0.
to
a.
a.
a.
..- ..-..- ..-
0
N
a.
.•...
C')
a.
0.
a.
0.
..- ..- ,.......- CO..-
to
<0
a.
0
C\l
a.
N
::J
en
....
ell
.:
•..
c
=
U
e
8
8
8
@ @
@ @
@ @ @ @
8
8
8
@ @
8
e
<0
,.....
<!J
C9
?
c.J
c.J
?
8
~
@ @
~
~
CO
<!J
c:i
E
'"
.c::
tlO
.g
8
"
z
.•..•
0
~
~
@@
.iii
ll)
>
'2
@ @ @ @
@@@
o
N
::>
d
0
®®®®®® ®®
.•..c:J
~
e
®®®
®®
•..
QJ
rn
.~
.g
UJ
C;
®®®
.~
~
®®®
.c::
e
ll)
~
VJ
...
...
I
I
I
2
~
:.E~
.B
~
ll)
c
ll)
u
v
.c::
rJ)
(Q)
14 (50)
cJ)
Q)
cJ)
::1
o
..c
OIl
.-•...c
u
::1
~
•...
cJ)
c
o
U
t+-o
o
15 (54)
1-0
.-roE.m
~
ro
~
ro
1-0
..5-m
ro
.-c:
E
~
.0
o
1-0
0..
.~
..c
+oJ
~
o
Z
*
QJ
.n
~o
OJ)
.-c:o
"'0
*
*
*
*
*
*
16 (54)
*
*
*
POND BORDERS
Joe works in a garden centre that sells square ponds and paving slabs to surround
them. The paving slabs used are aliI foot square.
The customers tell Joe the dimensions of the pond, and Joe h~s to work out how
many paving slabs they need.
*
How many slabs are needed in order to surround a pond 115feet by 115feet?
*
Find a rule that Joe can use to work out the correct number of slabs for any
square pond.
*
Suppose the garden centre now decides to stock rectangular ponds.
Try to find a rule now.
*
Some customers want Joe to supply slabs to surround irregular ponds like the
one below:-
T
4 ft
k--3ft~
...1
(This pond needs 18 slabs. Check that you agree).
Try to find a ~ule for finding the number of slabs
needed when you are given the overall dimensions
(in this case 3 feet by 4 feet).
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
17 (72)
POND BORDERS ...
Try some simple cases
PUPIL'S CHECKLIST
* Try finding the number of slabs needed for some
small ponds.
Be systematic
* Don't just try ponds at random!
Make a table
* This should show the number of slabs needed for
different ponds. (It may need to be a two-way
table for rectangular and irregular ponds).
Spot patterns
*
Write down any patterns you find in your table.
(Can you explain why they occur?)
*
Use these patterns to extend the table.
* Check that you were right.
Find a rule
*
* Test your rule on small and large ponds.
* Explain why your rule always works.
Either use your patterns, or look at a picture of the
situation to find a rule that applies to any size
pond.
©Shell Centre for Mathematical Education, University ofNottingham, 1984.
18 (73)
THE "FIRST TO 100" GAME
This is a game for two players.
Players take turns to choose any whole number from 1to 10.
They keep a running total of all the chosen numbers.
The first player to make this total reach exactly 100wins.
Sample Game:
Player 1's choice
Player 2's choice
Running Total
10
10
5
8
8
2
9
15
23
31
33
42
51
9
9
8
9
9
10
4
60
68
77
86
96
100
So Player 1wins!
Play the game a few times with your neighbour.
Can you find a winning strategy?
*
Try to modify the game in some way, e.g.:
- suppose the first to 100 loses and overshooting is not allowed.
- suppose you can only choose a number between 5 and 10.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
19 (76)
THE "FIRST
TO 100" GAME ...
Try some simple cases
Be systematic
Spot patterns
PUPIL'S CHECKLIST
* Simplify the game in some way:
*
*
e.g.:-
play "First to 20"
e.g.:-
choose numbers from 1 to 5
e.g.:-
just play the end of a game.
Don't just play randomly!
Are there good or bad choices? Why?
* Are there any positions from which you can
always win?
Find a rule
*
Are there other positions from which you
can always reach these winning positions?
*
Write down a description of "how to always
win th~s game". Explain why you are sure it
works.
* Extend your rule so that it applies to the
"First to 100" version.
* Try to beat somebody
who
is playing
* Can you convince them that it always works?
Change the game in some way
*
game where:
-
the first to 100 loses, (overshooting
allowed)
-
you can only choose numbers between 5
and 10.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
20 (77)
is not
SORTING
50 red and 50 blue counters are placed alternately in a line across the floor:
RBRBRBR ... RB
By swapping adjacent counters (see arrows) they have to be sorted into 2
groups, with all the reds at one end and all the blu~s at the other:
RRR ... RRRBBB ... BBB
*
What is the least number of moves needed to do this?
How many moves are needed for n red and n blue counters?
*
What happens when the counters are placed in different starting formations:
For example
RRBBRRBBRRBB
RRBB
or
RBBRRBBRRBB
RBBR
*
What happens when there are red, blue and green counters arranged
RBGRBG ... RBG
.
What happens with 4 colours?
What happens with m colours?
*
Invent and explore your own arrangement of counters.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
21 (80)
SORTING ...
Try some simpie cases
PUPIL'S CHECKLIST
* Try finding the number of moves needed for
just a few counters.
Be systematic
* Try swapping counters systematically.
* If you are unable to use real counters, can
*
you find a simple substitute?
Can you use the simple cases you have
already solved, to generate further cases by
adding extra pairs of counters rather than
starting from the beginning each time?
Ma'ke a table
*
Make a table to show the ,relationship
between the number of counters and the
number of swaps needed.
Spot patterns
*
Write about any patterns you find in your
table.
(Can you explain why they occur?)
Use these patterns to extend the table.
Check that you were right.
*
*
Find a rule
to find a rule that applies to any number of
counters.
* Test your rule on small and large numbers of
counters.
* Try to explain why your rule must always
work.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
22 (81)
PAPER FOLDING
For this investigation, you will need a scrap of paper.
Fold it in half, and then in half again. In both cases you should fold left over
right. Open it out and look at the folded creases:
/.-=:
first fold
1
/J~
second fold
l~
I
]
now unfold:
You should see 3 creases -
*
*
*
one "up" and two "down".
Now suppose you were able to fold your paper strip in half, left over right, 6
times, and then unfold it completely.
Predict the total number of creases you would get.
How many of these are "up" creases and how many are "down"?
What order would these creases come in?
Explain hoW you can predict the number and order of creases for 7,
8, ... folds.
Try folding the paper in a different way and explore the patterns
For example, here is a tricky two-step case ...
Left to right then
Bottom to top . . .
and
again ...
and
unfold ...
,
t
I
I~
(gasp!)
I
I
I
t
----I,
_L
t
1----
t
I
I
,,• - -I
I
I
!
!
I
t
I
I
t
t
,, ---
Any patterns?
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
23 (88)
I
••
I
I
I
,t
,
,
-,,. --- ----
_
I
in the
-
PAPER FOLDING
Try some simple cases
*
...
PUPIL'S CHECKLIST
It is very difficult
to fold a normal
sheet
of
paper in half 6 times. (J ust think how thick it
will be!), so try just a few folds first.
Be systematic
*
Make sure that you always fold from left to
right
:I:
-
don't
turn
between
folds!
Invent
symbols
your
for
paper
"up"
over
and
in
--down"
creases.
Make a table
*
*
Make
a table
between
to
show
the number
folded
and
downward
the
*
Write
of
and
also
creases,
of times
number
which these creases
Spot patterns
any patter~s
Check th~lt you were right.
*
any number
*
the paper
upward
is
and
the order in
you find in your
why they occur?
*
*
Use these patterns
relationship
occur.
table. Can you explain
Find a rule
the
to extend
the table.
to find rules that apply to
of folds.
Test your rules on large and small numbers
of creases.
Extend the problem
*
Try to explain
*
Invent your own system of folding.
*
Try to predict what will harpen,
why they work.
then check
to see if you were right.
©Shell Centre for Mathematical Education, University of Nottingham, 1984_
24 (89)
LASER-WARS
¢-
and.
represent two
tanks armed with laser
beams
that
annihilate
anything which lies to the
North, South, East or West
of them.
They
move
alternately. At each move a
tank can move any distance
North, South, East or West
but cannot move across or
into the path of the
opponent's laser beam. A
player loses when he is
unable to move on his turn.
......
•
.......
..... .. ....... ....... .... ... .......
....... ....... .......
.¢-. ....... ..
.
( ...............
laser beams)
*
Play the game on the board below, using two objects to represent the tanks.
Try to find a winning strategy, which works wherever the tanks are placed to
*
Now try to change the game in some way ...
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
25 (96)
KAYLES
This is like an old 14th century game for 2 players, in which a ball is thrown at a
number of wooden pins standing side- by side:
The size of the ball is such that it can knock down either a single pin or two pins
standing
next to each- other. Players alternately
roll a ball and the person who
knocks over the last pin (or pair of pins) wins.
Try to find a winning strategy. (Assume that you can always hit the pin or pins
that you aim for, and that no one is ever allowed to miss).
Now try changing the rules ...
Education,
University of Nottingham,
26 (98)
1984.
CONSECUTIVE
SUMS
The number 15 can be written as the sum of
consecutive whole numbers in three different
ways:
15=7+8
15= I +2+3+4+5
15=4+5+6
The number 9 can be written as the sum of
consecutive whole numbers in two ways:
9=2+3+4
9=4+5
Look at numbers other than 9 and 15 and find
out all you can about writing them as sums of
consecutive whole numbers.
Some questions you may decide to explore . • .
when you think of any.
Try to explain why they occur.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
27 (100)
THE PAINTED CUBE
*
Imagine that the six outside surfaces of a large cube are. painted black. This
large cube is then cut up into 4,913 small cubes. (4,913=17x 17x 17).
How many of the small cubes have:
o black
1 black
2 black
3 black
4 black
5 black
6 black
*
faces?
face?
faces?
faces?
faces?
faces?
faces?
Now suppose that you cut the cube into n3 small cubes ...
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
28 (106)
SCORE DRAWS
"At the final whistle, the score was 2-2"
What was the halt time score? Well, there are nine possibilities:
0--0; 1-0;
*
0-1;
2-0;
1-1;
2-1;
2-2;
1-2;
0-2
Now explore the relationship between other draw~ matches, and the
number of possible half-time scores.
There are six possible ways of reaching a final score of 2-2:
l.
2.
3.
4.
5.
6.
'0--0, 1-0,
0--0, 1-0,
0--0, 1-0,
G--O, 0-1,
0--0, 0-1,
0--0, 0-1,
2-0,
1-1,
1-1,
1-1,
1-1,
0-2,
2-1,
2-1,
1-2,
2-1,
1-2,
1-2,
2-2
2-2
2-2
2-2
2-2
2-2
*
How many possible ways are there of reaching other drawn matches?
*
Finally, consider what happens when thefinal score is not a draw.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
29 (l08)
CUPBOARDS
?
•
:..
:.:.
\\::
.
A factary sells cupbaards in twa standard widths: 5 dm and 7 dm.
(Note: 1 dm=1 decimetre=10 centimetres).
By placing cambinatians af these cupbaards end to.end, they can be fitted into.
raams af varia us sizes.
Far example, two.5 dm and three 7 dm cupbaards can be fitted into.a raam 31 dm
lang.
31
k_7_~_
cupboards
*
~
Haw can yau fit a raam 32 dm long?
* Explare raams with different lengths. Which anes can be fitted exactly with
cupbaards. Which cannat?
* Suppase the factary decides to. manufacture cupbaards in 4 dm and 7 dm
widths. Which raams cannat be fitted naw?
*
Investigate the situatian far ather pairs af cupbaard sizes.
Can yau predict which raams can ar cannat be fitted?
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
30 (110)
NETWORKS
A network is a set of lines (or "arcs"), junctions (or "nodes") and spaces
(or "regions") which compose a shape.
The network shown above is composed of 12 arcs, 7 nodes (marked with blobs)
and 7 regions (these are numbered-notice that we have included the outside as
a region).
Networks can be of two kinds:
Connected, like this . . .
or disconnected like this . . .
o
Draw your own connected networks. Find a rule connecting the number of arcs,
nodes and regions. Try to explain why your ~ule works.
A cube has 6 faces, 8 comers (or vertices) and 12 edges.
Explore the relationship between the number of faces, vertices and edges for
other solid shapes.
Can you find any exceptional cases?
"@ShellCentre for Mathematical Education, University of Nottingham, 1984.
31 (112)
FROGS
These two frogs can change places in three moves
Move 1
Move 2
Move 3
l_t~I"1
1"1G?1_1
1"1 Tdll
Rules
*
A frog can either hop onto an adjacent
square, or jump over one other frog to
the vacant square immediately beyond
it.
* The white frogs can only move from
left to right the black frogs can only
move from right to left.
The frogs shown below can be interchanged in 15 moves. E~plain how.
How many moves would be needed to interchange 20 white and 20 black frogs?
- n white and n black frogs?
Now suppose that there are an unequal number of black and white frogs.
These frogs can be interchanged in 11 moves. Explain how.
How many moves are needed to interchange 15 white and 20 black frogs?
- n white and m black frogs?
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
32 (114)
DOTS
You will need a supply of
dotty paper.
this diagram has an area of
161f2 square units.
The
perimeter
of
the
dots.
13 dots are contained within
Now draw your own shapes and try to find a relationship between the area, the
number of dots on the perimeter and the number of dots inside each shape.
Try to find a similar result for a triangular dot lattice.
(You will of course have to redefine your unit of area).
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
33 (116)
DIAGONALS
......
...
K
.. . ..::.'
.. .........
e ••
e.
.•
~
~
....
:.....
-.
•.
.• ....
... .: -.. )k:
.": ....
'::':::. :-: ....... :. :i·.:·<:·
. - ... ~........ - ...
.'": :::
. ". ".
-.
......
.. .• -.
......
.....
'X•. (':.:
"
: -.- :•.... :.... " :"•."
:...
>
.: - ..... ...
f(...
.•
"
•... ..... :•.:..:.. " .
a ••
_ ••
A diagonal of this 5 x 7 rectangle passes through 11 squares.
These have been shaded in the diagram.
*
Can you find a way of forecasting the number of squares passed through if
you know the dimensions of the rectangle?
*
How many squares will the diagonal of a 1000 x 800 rectangle pass through?
Education,
UnIversity of Nottingham,
34 (118)
1984.
THE CHESSBOA~D
*
How many squares are there
on an 8x8 chessboard?
(Three possible squares are
shown by dotted lines).
I
I
I
* How many rectangles are
I
there on the chessboard?
~
~
,
,
* Ca~ you generalise
your
results for an nXn square?
I
I
I
~
I
I
*
How many triangles are
there on this 8 x 8 grid?
How many point upwards?
How many point downwards?
*
Look for other shapes in this
grid and count them.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
35 (120)
--- --,,
"
I
,
,
I
I
THE SPIRAL GAME
~
•
•
•
•
This is a game for two players. Place a counter on the dot marked H! H. Now take
it in turns to move the counter between 1 and 6 dots along the spiral, always
inwards. The first player to reach the dot marked HtH wins.
Try to find a winning strategy.
Change the rule for moving in some way and investigate winning strategies.
@Shell Centre for Mathematical Education, University of Nottingham ~1984.
36 (124)
NIM
This is a game for 2 players.
Arrange a pile of counters arbitrarily into 2 heaps.
Each player in turn can remove as many counters as he likes from one of the
heaps. He·can, if he wishes, remove all the counters in a heap, but he must take
at least one.
The winner is the player who takes the last counter.
Try to find a winning strategy.
Now change the game in some way and analyse your own version.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
37 (126)
"FIRST ONE HOME"
..• ~--
--
•
/.
/
/
/
JI
I
I
I
,
I
I
I
. _.
FIt'II5M
This game is for two players. You will need· to draw a large grid like the one
shown, for a playing area.
Place a counter on any square of your grid.
Now take it in turns to slide the counter any number of squares due West, South
or Southwest, (as shown by the dotted arrows).
The first player to reach the square marked "·Finish" is the winner.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
38 (128)
"-
..:
:
PIN THEM DOWN!
WALL
A game for 2 players.
Each player puts counters of his colour in an end
row of the board. The players take it in turns to slide
one of their counters up or down the board any
number of spaces.
No jumping is allowed. The aim is.to prevent your
opponent from being able to move by pinning him
to the wall.
•••• •
00000
WALL
WALL
WALL
Can you find a winning strategy?
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
39 (130)
THE "HOT FAT TUNE" GAME
This is a game for two players.
Take it in turns to remove anyone of the nine cards shown above.
The first player to hold three cards which contain the same letter is the winner.
Try to find a winning strategy.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
40 (132)
DOMINO SQUARE
This is a game for 2 players.
You will need a supply of 8 dominoes or 8 paper rectangles.
Each player, in tum, places a domino on the square grid, so that it covers two
After a domino has been placed, it cannot be moved.
The last player to be able to place a domino on the grid wins the game.
For example, this board shows the first five moves in one game:
(It is player 2's turn. How
can he win with his next
move?)
Try to find a winning strategy .
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
41 (134)
THE TREASURE HUNT
This is a game for two players.
You will need a sheet of graph paper on which a grid has been drawn, like the
one below. This grid represents a desert island.
1000 _r---
500
r-r-r--r--r------,
~-+--_+___+___+-+--+--t-__+___+___t
w
E
s
o
500
1000
One .player "buries" treasure on this island by secretly writing down a pair of
coordinates which describes its position.
For example, he could bury the treasure at (810,620).
The second player must now try to discover the exact location of the treasure by
"qigging holes", at various positions.
For example, she may say "I dig a hole at (200,200)".
The first player must now try to direct her to the treasure by giving clues, which
can only take the form:
"Go North", "Go South", "Go East", "Go West", or "Go South and East" etc.
In our example, the first player would say "Go North and East".
*
*
*
Take it in turns to hide the treasure.
*
What is the least number of holes that need to be dug in order to be sure of
finding the treasure, wherever it is hidden?
Play several games and decide.who is the best "treasure hunter".
How should the second player organise her "hole digging" in order to
discover the treasure as quickly as possible?
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
42 (136)
N
~
~
~'""'
~
~
'c=""'
~
~
-
0
~
N
~
~
'~""'
~
~
'c=""'
~
~
0
~
N
N
'~""'
~
~
.~
=
~
~
~
0
~
N
~
~
~
~
~
=
~
~
~
~
-
0
~
•••••
Q.c
.~
~
~
00
ro
E
E
Q
~
~
• ...-.4
M
ro
Q
0
~
~
ro
1'00-4
<t:
CO
u
M
a)
~
~
::J
U
~
Cd
~
Q
~
~
64 (164)
a)
NOTES ON MARKED SCRlPfS
ScriptA
Emma
In part (iii) Emma was awarded only 1 mark out of 2 since her answer did
not explain clearly that she had added the numbers from 1 to 11.
In part (iv) she was given 1mark out of2 as her answer showed evidence of a
systematic approach although it was incomplete.
ScriptB
In part (i) Mark's answer was correct and although no working was shown
Mark
he was given both marks.
Although Mark's diagram for part (ii) is correct, there are three errors in
his solution. He shoul4 have had 66 cubesx4+12 and, in addition, his
calculation of 45x4+ 11 is incorrect. He was given 1 mark out of 4.
Script C
Ian
Ian has misunderstood the question and assumed the tower to have' a
hollow middle.
In part (i) his answer is therefore wrong and he gets no marks.
In part (ii) he has made two errors: he assumed the tower has a hollow
middle and has 13 layers. He was therefore given 2 marks out of 4.
In part (iii), his explanation of his calculation is not complete and so he
scores 1 mark out of2.
In part (iv) his answer is not correct and scores no marks.
ScriptD
Colin
In part (ii) Colin has made two errors in multiplication for h=11 and h=12.
Since each answer has been worked out independently using c=h x w only
the error in h=12 need be penalised. So Colin scores 3 marks out of 4.
In part (iii) he scored both marks for a clear, complete and correct
explanation of his method.
In part (iv) the three formulae on the left hand side are correct and
sufficient to solve the problem, although they are not organised
systematically. He was therefore awarded 1 mark out of2.
ScriptE
In part (ii) there is some doubt as to how Peter has worked out his answer. It
Peter
may be that he has attempted to build onto the original tower and
calculated the number of extra cubes ne~ded but has forgotten to add on the
66. We are giving him the benefit of the doubt by taking this view although
this may mean a slightly inflated mark. He was awarded 3 marks out of 4 for
part (".)
,11 •
In part (iii) his explanation of his method is not very clear and he was
awarded 1 mark out of 2.
ScriptF
Paul
Paul's answer is of a very high standard. He was awarded 10 marks out of 10
despite the algebraic error in the last part.
63 (163)
SCRIPT F
PAUL (continued)
~ I "H,\hpl~ -this /)vm~ ~ 4.
(i)~4~ ~
~ "d.d twe.lue. ::
4
2
4. TiY ~ ib~
~
<II.'1f:l
1)
1J.4. mi:ldk
Ik& ~Ia.~
~
':t:
'-t 'Z.
2
h'9he
cu~
:
11 -bkd:s i
!fro all WI- k.di -4 bloc/cs
eq~'
(n:!.l;-+ (0-1 L 1.
"
;
4#"
'
1m eW.t
i) it>
.!
0+ ()-1 k~h ~
1""-, I
2
tk -tow'.
~ _I):l + (4,,-f}
2
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
62 (163)
SCRIPTF
PAUL
d~s
11~1
I~'-rower ~s 5 ~~ each~~
~ 1mn\Jc.-1rr
.:r2
i\UIWZ',(~
f\~
-~
+:x.
2..'
1fr~ ~o-f 4~ ~bAtrie
1,
..Jd~ in fWT1'4Yl(cU tmk~! J-2-5.(\.5:
6Y{)qf ex rftCU'Julw
N.n1~rs I~
ik DVQ'chkd
bqse,~4k
~u\ct
!t5Y
lr~~
~U~.
1.
~ .•.'::(.
2
~
~ c;
1.
+S
:
30
2.
:. {5
L
rtMtlpfy th~ ~ 4 (~~)
2
2 3
d
10 bu, td & ker
~
(l.l).X1l.j'-H..e
D- cubEs h11
~IJQ
\,1m
so y~ ~
r& ~d~
1m ele~Y\ bla:k\
continued
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
61 (163)
SCRIPT E
(1)
PETER
(f'f.-6
4-i7
4- {. g
lr
'I '=t
'-f- 'I-
4'
1-
lO
Ii
+-t
-==- ~4
-
d..8
;-
--
~~
-
*36
."
."
......
lfo
4-f,r
-
+
6
~lo
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
60 (163)
3
SCRIPT D
COLIN
a..rr\ 0t.U'\\-
be.A, \e1
f\QQc\ Q.d
l-o
(~)
(c.)
t.(),d'h o~ bare
c, 'ND
\\
o~ c.u'oQo
!
!
66
ore 66
tluL\otJ:Jer
~r
5
°a
l~
6
IS
7
\S?>
\1
9
10
\q (V
Iq
q
\\
'1. 2\
1..\
d~
"-G
-a:>
2.?>
\
ql
~
I
~;{(])
~
q
!
\1
t\rnOUl\~
L0
ol- steps
,d~
~
nN'\Ou.t\~.o~
b~
:
t,Q.lCO ~~
h~Cjht
0.
Gr.
Co
s=- ~
\,.:)
~=
H-\
s¥
ml.<l\\,p\;ed
"'e,~hl
'rouxzr
o!
t:Ot\s;\rw:J~J o~ 1So
2
~:1eP...L-
3
\
M,nu.~ one...
'::' OMau...t'\~ C!
c.uOQ.~ ::
l s)
Il.
rt\u
b~
LZeUld
It\p\,~
U)d~~
na-Qd
~
h..cc
<me..
Qdd
oj- ~tlt2.
l..S6
eubQ~
2
to be..
-I
c:
;::"""if
H-~
-"'"
H= s. I
1
®
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
59 (163)
SCRIPTC
IAN
1
o.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
58 (163)
SCRIPT B
MARK
6) (')
(2)
~
66
Gv
lre~.
2
cc:::.:rZ c:'..,b c':S
1
®
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
57 (163)
SCRIPT A EMMA (continued)
tr
I
Q
1OUJe.r
h'gh:-
Elli
t,
-r
1<4-
2~
;:.
~
H9h: -
( (
\'
--
IS
1-
Y.
--
i:JO ~6
"::.
66
~
II
It
~
hi9h:- ~
10
,.
.
(
'
a
fu
,t
It
\
3 h~h
sx'+ ::
a
I ~\(.
"
1cJ~(£
DX4--
ht{p me
wl1f
1hz eti(fr:rt~
haJgh~of
tow(r
fDttun
~
to spt>t-
ll{-
tlmeSI h£ightofhu:tr
iYlf
Jno
-:
l(\(.
4.0 -t <) :.
11 -+ 3
~
IS
b
'=. If
T
2
-=
.. 0
l'
I
~
~S·.
jXJHert1S
dtffo-tr.cq
of btOd(SCJSal ':
fPtw"
no. cf
1
= If.
b\oc1s
used
[s
Q
ril
JX2Cttr
@
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
56 (163)
SCRIPT A
(::J)
EMMA
.,..6
::- )f:,6 i
,he S" ~p ob~vt,
;nt
~
1hi1is +ht= n~.
ta "t'ntf
~
wo~cl
arm
each
C6Ylsis}-
CDliotmn
ef
cubes
2
'f)(.(.dcd
.
ot:-
to-
=='"
-101-0
I-
I
4
1
II
III
+ )"1- .::.
:lbtr
~
1m) ~~.
~Id
tqwoJ
whivh
llwJU
C(
is
J2
h'~.
3> I
ctr
ltS
rower
n
UAht.s
~-e.
o..r"e
'f} " fu, e.a~
-t
110·
of
drMJr1
a.dded
1 arm ~ s~~
I o,\AJhplitc( -this ~ 4-
cubes ~
fi> 1.
1Ylt
trfctJ ~JVtf" of
tm
~u-.
1.
.siQrfS
<lTYY1
-. -::
the.
h-'9h and d!crecu OJ
~
a.rrYlS I I tntn
h1 1h6
g"(\
~
our
,~warlc.td
jllSl-
C1(bt"
d(fVJn
I
w(fU1d
frr.!H~
wn~t
.---
.~J----:
; ,~.:'- - _!--"J
!::...-'
.-)
mvt
c.oJ'\
dtci~ec\
spcr- ~
10
iry
Scn1t SlfT)phr
eY11rnpll.S
10
Se{.
;{-
I
~rT\S
continued
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
55 (163)
1
SCRIPT F
PAUL (continued)
~ I h1dhp'~ +hh numb- ~ 4.
t6~4 ~~
. ~ "tld ~ue
len
:
~
_ J)
J. ~
~
(4,,-1)
~ 11 •.
~RcR
a: gu,c~ ~
S J('EUfltJ'J
TO~
oF n
TO M~t~
BUl
A,
r:.<;. fil4H.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
54 (163)
·SCRIPT F
PAUL
ll-thllll'r I-o.~5
tk fmn~
Irr
slb~
ea
nUfi""I(~
en .cJirB ~~
in
"in crrrJof
~~
NJlT'On
wi rmJo.r
or fy'ClIJulCif
1UVl~~
-J~
J-
2- s.4 .s:
I~
:r2 ~:x.
2-"
1ir each ~o-f f~
1,
f\\;~.
,
1.
;:t. -;.::x..
:2
IhN
2 ~3
ftrv\hply H1tS 6.,
10 hUI'd &
Tok ~.~
~eY
f~ nwbhhd bqse,u;eik
~brie
~ S'
-+-
S
.••..
:
hrr lr~~
:. 15
30
.:L
1.
4 (I-k ~
Q cubEs
~ula
)
h11
blah
so
'1l1J. ~
~ft W\t~
fa, e\e~Y1 bla:kzl
continued
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
53 (163)
SCRIPT E
PETER
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
52 (163)
SCRIPT D
COLIN
S PR., \ Q..tc(\
Tot.CQ..('""~.
.~\\\e..
c:..ub~
a..tn0l.U'\\- o~
.
rn
f\~Q.d
ee)
I
l s)
~r
66
o~ep-L-
5
\\
6
7
q\
~
I
~:Z0
~
66
\o(My ore
q }
\'03
g
l<~
\q CV
q
1.. 2\
d~
2SG
\
"
\1-
ol-
~f1\OUi\~
U)
,d\in
s\eps
~
bor.:e -: OMm.u'\}
nN:\Ou.t\-to ..~ e.uOQ.~
~
0.
l-,C21CQ h~
::
of
\otcQr
t:o'\<s;\C'\AC.tQ.J 04
=
t
h<i~h~
\
M,nu.:). one...
ok
s\r:fs
m\04\Lp\;ed
"'e\~h~ J 1...
fY\u
b~
czx:u\d
fhp\,~
U)\d~~
nQ.Qd
\o~
h.oo Qdd Ot'e.
oj- ~t:R.
l..S6
e.ubQ,:\
GfCo
S::.~-I
to=
\-4-\
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
51 (163)
Q,
be.
SCRIPTC
)
~T'
'czl:'"
),:
't£ c-..c>
"\+\r1-~'\"2-~~~"2c>-+"Z.~
:)\~
~ ') \ i\
\",~
~~\-.
eJ:b
§2
'ls-Z'?f7'\5
2)
-
IAN
i ~
Co, ••
)€s.
\s\
~<;\
~~ ~\.
~5
1. ~.
,So
\..a...\ { ~ \,
~
C>-
\,~
"'~
,.,,--z..\\
\1>5
~\-.,J.-
\;'~.......
"2'1'\~::' '""" ,
\
"\.0 T~\~~
..• '""2.~'"2.","~
<::::.u-~.
9,..~ '"' ~
4').,.c-+\6~ \l.-~<2:>+""-'t-\ ':: 6 \
~C
Qf,
~,
50 \
~V
() \:
\"t.
~.
1>,) Clt.'o.aS -= \..x...=<~0 ~
~ q,..~(' 0 ~ ~
~~~'aQ~
~~~
-'"~'6 ~ ~ \" ~"'~~
iC
~'k
O~
\
-.
cu.,\,~ - ~J'
@Shel1 Centre for Mathematical
\
,..•••
'2. C
"5
~~
I
~C)\\~
~
Education,
X~
~I:
o..'t-~
~"~~5
~0fJ..
~o.Jfi..
~
\~.
University of Nottingham,
50 -(163)
"--~ •...
(\
o..~~o
~<d. ~'b
'\.. ~
Z.S5 "'-c:x&~5
1984.
SCRIPT B
MARK
6i:I
jqz
66
~'"be~.
~~bc'S
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
49 (163)
SCRIPT A
a
EMMA (continued)
tr
towe.r
hcgh: -
Ifu
hn
I(
b xtJ,.
4,
1-
;.
2l{
~9 'n ~-
c(
"
--
-:.
bO ~ E>
':::
bG
h
)
It
's 1- '+
h9 :- ~
10
(
"
tt
.
3 h~h
fu
l •
"
a
-tabf<r
WJ11 h{fp me
1hl c..tiff~
ha'9h~ 0 f
'3 ~ 't '::
..••.
a
"
tow(rtlmfS,
J=Otttrn
~
(\(.
( ;( \(.
n.. 1"
4-
~
t{O 1" <) ::.
~
"1"
3
-:.
0 1" I
to ~t-
fXJHert1 s
tf
-lhf dr{famcq
h6ght of h;u.t.r Jno of bto&\$
tISld
~
2
D)c4--
~
-.:
)~
b
I"
.
ftt:ut"
'::
tI-S •
no. ef
=
\J..
b\ods usr.d
fs
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
48 (163)
Q
PJtf:trril
SCRIPT A
EMMA
{;,D
.,..6
,he S- up
abt.'1t,
= ) f:,6 }
int
~
1hjsis
+hc n~.
CDh.•mn
tan)'nlJ
af
CLtbIS
'0 «.dcd
.
"i)
each
wou.ld
Q1Y\'\
cmsis}-
ot:-
r-=Ioo
1--
I--~
~
t
r,
HI
:2fltr
~
3)
+
Jl- :;.
(m)- }j~.
WMid
fqwal
Q..
-mwu whic.h is 12
hi~.
j.ur
n tJAbt.s
warktd our tnt no. of cubcs ~ 1 arm ~ .sttntCn~
Q.th'9f1 and dtcrecuYlj dtMlfl fz> 1. I thulhplitet -jhis ~ 445" ~
ore 4- a.rMS I I ihtn a.dded iht ~J
heJ9Y1F of tm
ftJ'Wt r §Yl h1 1h'6 rtSW)J-·
fu. mck arm sfarts 1. ,"bt" dr:flAJn I w(fU1d f,r.!H..1j Wr)~t
.,}
)
i.~
r
-..!:---:
:-!---!
1
c.a.n
mVt
: '-t
.--
dtciaed
spcr ~
..
.
.':-=-=.1-1
10
~
Sa11t si~ p lor
e'Itlrnpl!.S
10
S e!-
;r
J
ptt7trns
continued
©Shell Centre for Mathematical Education, 'University of Nottingham, 1984.
47 (163)
SKELETON TOWER ••• MARKING SCHEME
(i)
Showing an understanding of the problem by dealing correctly with a simple
case.
~ marks for a correct answer (with or without working).
Part mark:
Give 1mark if a correct method is used but there is an arithmetical
error.
(ii) Showing. a sy~~ematlcattack In the extension to a more difficult case.
4 marks if a correct method is used and the correct answer is obtained.
Part marks:
Give 3 marks if a correct method is used but the work contains an
arithmetical error or shows a misunderstanding (e.g. 13 cubes in
the centre column).
Give 2 marks if a correct method is used but the work contains
two arithmetical errors/misunderstandings.
Give 1 mark if the candidate has made some progress but the
work
contains
more
than
two arithmetical
errorsl
misunderstandings.
(iii) Describing the methods used.
2 marks for a correct, clear, complete description of what has been done
pr~viding more than one step is involved.
Part mark:
Give 1 mark if the description is in~omplete or unclear but
apparently correct.
(iv) Formulating a general rule verbally or algebraically.
2 marks for a correct, clear, complete description of method.
Accept "number of cubes=n(2n-l)"
or equivalent for 2 marks. Ignore any
errors in algebra if the description is otherwise correct, clear and complete.
Part mark:
Give 1 mark if the description is incomplete or unclear but shows
that the candidate has some idea how to obtain the result for any·
given value of n.
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
46 (19)
SKELETON TOWER
(i)
How many cubes are needed to build this tower?
(ii) How many cubes are needed to build a tower like this, but 12 cubes high?
(iv) How would you calculate the number of cubes needed for a tower n cubes
high?
©Shell Centre for Mathematical Education, University of Nottingham, 1984.
45 (18)
A TREASURE HUNT PROBLEM
This is a game for two players.
The diagram below,represents
an island, and each dot represents a possible
location for some buried treasure. (In this case there are 30 possible hiding
places).
3
2
1
1 2 3 4 5 6 7 8 9 10
One player has to guess the location of the treasure, and the other has to provide
a Hclue" after each guess, which can only be of the following kind:
After the first guess, the clue is either "warm" or "cold" according to whether
the treasure
is located at a neighbouring
point or not.
After each succeeding guess, the clue is either "warmer",
"colder", or "same
temperature",
depending on whether the guess is closer to, further away
from or the saIne distance from the treasure as the previous guess.
The-aim is to discover the treasure with as few guesses as possible.
*
In the sample game shown below, the first guess, Gl, was (8,3). The clue
given was "cold", so the treasure is not on any neighbouring points (shown
with a0)'
GI
3
0
2
00
X
0
0
G::!
1
X
1 2
3
4
5
6
7
8
9
10
The second guess, G2, was (8,1) ...
Show that, wherever it is buried, the treasure can always be located with
a total of 5 guesses (including Gland G2). Is this the minimum number?
*
Now try to find the minimum
grid ...
*
What is the best "guessing"
number
of guesses needed for a different
strategy?
©Shell Centre for Mathematical Education, University ofNottingbam~ 1984.
44 (146)
Support
Materials
43