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Well done to Dhruv from St Ann's RC Primary in the UK and Bob Lam from West Island School who sent in correct solutions for Difficulty 1, Puzzle 1. This is Dhruv's work. Click on the image to see a larger version.
Carla from Aiglon College Switzerland, and Palestine, solved the same Mathdoku in a slightly different order, and gave more detail about each stage of reasoning. Click to see Carla's solution.
Delilah and Amelia from Tockington Manor School in England described their strategy for Difficulty 2, Puzzle 1:
Firstly we put the numbers that it told us (5) into the square. We then started working out the corners, we knew that 15 had to be made by multiplying 1,5 and 3, we discovered that 40 had to be made by multiplying 2,4 and 5, 80 had to be made by multiplying 4,4, and 5 and 18 had to be made by multiplying 3,3 and 2.
We then fitted them into the grid like a sudoku puzzle, knowing that we had to have numbers 1-5 in every row, and filled in the gaps around the 5 in the middle, being careful not to have and overlap numbers in each row and column. For each number we made multiple combinations to make the number we had to make and we then tried different combinations until we came across something that did work. If we hadn’t done all of the separate parts separately then it would have been a lot harder.
Archie, Chole, Daniel, Ken, Noah and Skylar from Croydon Public School in Australia described their strategy:
The strategy used was to put all the possible numbers in the squares and slowly eliminate the answers that don't fit into the puzzle. We used the process of elimination combined with the guess and check strategy. We found this the best strategy and we also put all the possible answers in each square so that through elimination we knew which number was correct. We made sure that the numbers met the requirements of each problem and corrected the numbers if there were repeated numbers in each row and column.
Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?
Suppose we allow ourselves to use three numbers less than 10 and multiply them together. How many different products can you find? How do you know you've got them all?
Investigate the different shaped bracelets you could make from 18 different spherical beads. How do they compare if you use 24 beads?