Checkerboard Problem

46. There are four boards measuring 3 feet 4 inches, 27 inches, 1 1/2 yards, 2 3/4 feet. What is the length of all four boards?

Step Three: Then calculate the area of the big square in two ways by creating the equation; (a+b)2=4ab/2 +c2. (When simplified you will get the required identity.)

2. Cut out a piece of foil that is 10 centimeters in length on all four sides to create a square.

|Please type your Word Count for Part A (only) in the following box: |3845 |

When making the board game, the players had to answer questions about each other for instance, favorite meal, favorite color, and etc. When a player gets a question wrong they face a consequence like, bad internet for skype, running out of things to talk about and a lot of other common problems faced in a long distance relationship. Which leads the player a step back from meeting your his/her significant other. The better the couples know each other, the better chance they have at surviving, The same concept was presented in the twine game, but in a different way. The idea in both games is to avoid the common problems, Either make it or break it. The board game could not be translated into a video game in exact terms because of how the players

When changing the dimensions of a pool table I was assigned to find what corner the ball would land in, and how many rebounds or times it would have to hit off a wall in order to go into a corner pocket. Every time the ball is hit at a 45 degree angle including when it bounces off the wall. To find the number of rebounds the equation you use is, (h+w)-2. The way to recognize which corner pocket the ball will land in is that if the height of the table is a multiple of 2 then it will land in the top left corner (since the ball starts in the bottom left corner), but any other height will direct the ball to either pocket on the right side.

How many different squares can you fit in the 8x8 squares? I only found one answer, that was that 204 different sized squares can fit into the 8x8 checkerboard square. I got this answer because of a simple formula I found. To use this formula you have to find all the different sizes of squares, then find the areas of those squares. Lastly you would add up all the areas

Checkerboard squares write upMade by: Caleb FunnellIn this problem we are trying to find out how many squares are in a 8 by 8 dimension square. We are not counting how many single squares there are in the square though we are trying to figure out how many 1 by 1 squares, 2 by 2 squares, 3 by 3 squares, and etc. so now that we know all the details of the problem let's get started with our problem!In the book we are trying to figure out how many squares are in a 8x8 square that they give us in the book, so when I tried to solve this problem I had a lot of problems with it because I didn't know where to start with the problem. I had my friends explain it me but I still didn't quite understand it. So I went on my

Checkerboard SquaresYou have to figure out how many squares there are in a 8-by-8 checkerboard (made up of 64 unit squares). These unit squares can be used to make other sizes of squares. For example, you can make a 3-by-3 within the checkerboard. How many squares of various sizes are on an 8-by-8 checkerboard altogether? Next what if you have any size square. How can you determine how many squares are on it altogether? You know you have the answer when you can give a clear procedure for any size of square.The process for finding the answer to this problem is actually very simple. First, I counted the number of 2-by-2 , 3-by-3 and 4-by-4 squares all the way up to a 8-by-8 square. I did this to find how many squares

The game that I am introducing is called XO Number Board Game. In order for this game to begin you need a piece of paper and you must label it from one to whatever number you’re going up to. In this game there are two players, X and O. X is the first person that gets to move which is either to space one, two, or three. Then O gets to move next from the spot that x went to. For example: If X moves one space then he will be at space one. Then O gets to decide where to go and he can either choose two, three, or four. The goal of this game is to reach the last number on the board.

From my research I had found that it is a very old game as old as 3000 B.C. The rules are simple: you place your checkers on the darker squares on your side of the board. You take turns moving the checkers diagonally towards your opponent. You take your opponents pieces by jumping your piece over theirs. You must jump when a jump presents itself.

The multi-colored marbles hopped across the star shaped board. I was intensely watching my family’s Chinese Checkers game. My Uncle Mark had recently given me some very cut-throat advice for a ten year old: “If you can’t win, choose who you want to lose.” Knowing Mark was stuck in a last-place position, I whispered a move into his ear that made him smile. He jumped his marble into a spot which puzzled my Aunt Kathy. She cast a look at me halfway between surprise and disgust when she realized Mark had made a kamikaze move. I helped my mother emerge victorious because I instructed Mark to block Kathy’s marbles.

#3 Think-Tac-Toe is a strategy that harnesses the visual pattern that is similar to the game of “tic tac toe”. Using this strategy, students must complete a desired activity within a specified timeframe. These types of lessons are a way to enhance expression and engagement for students with disabilities, and allow teachers to capitalize on the individual strengths and special interests of each student by utilizing opportunities to assess individuals with various forms of expression. This learning strategy is also useful because it provides learners with a choice in task assignment. Choice in general, and especially choice using a high-interest topic can help motivate students with disabilities, thus increasing the likelihood of task completion.

Sudoku puzzles are created with the intent of being solved by human players with pencil, however as with many things they can be solved much faster with computers. The layout of a Sudoku puzzle comprises of nine rows and nine columns which make up eighty-one total squares. Sudoku puzzles have nine non- overlying zones each consisting of three grid rows and three grid columns, or nine total grids. In each of these zones all of the numbers must be unique (numbered one-nine). On a similar note, each number in a row or column must be unique (one-nine) . Players must use deduction and reasoning to solve these puzzles without making a mistake to arrive at the solution.

incidence are equal, with each angle being measured from the normal to the boundary (line indicating the border)7. In figure 1, the incident path θi must have an angle equal to the reflected path θr.