They might also like to find their own way to record the solution for someone else. This should then be included in their journal. (Remember to check horizontal layers too.)Įncourage students to use isometric paper to copy the diagram on the card and record their solution. The starting point is the leading space diagonal from 8 through 14 to the blank in the bottom left corner of the front slice.Ĭongratulate students on finding the solution and encourage further calculation by asking: At this stage of the task there is only one answer: In fact, the first decision is where to start. It takes a combination of discipline, mental calculation and decision making. There is always more to a task than is recorded on the card.Ĭompleting the puzzle from the given clues may seem straightforward to teachers, but try it for yourself first. Iceberg A task is the tip of a learning iceberg. algebra, generalisation in words & symbols.Even with these clues, finding the solution requires careful step by step exploration and serious application of mental arithmetic. The magic total to aim for and some of the blocks already placed (assuming students can interpret the 2D representation of 3D space implied by the picture). However, to support students to begin, the card offers two clues. When the puzzle was first conceived, in the Victorian Era, that was it. (The diagonals of any slice are not required to sum to the magic number). Years 4 - 10 Summaryīlocks numbered from 1 to 27 have to be arranged in a cube so that the rows and columns of any slice, the pillars of the cube and the leading space diagonals of the cube each sum to the same total.
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