No, it's impossible for four children to say '1' and the last one to say '0'. If four children each say '1', they would need exactly one taller neighbor. This implies the tallest child, with no taller neighbor, must say '0'. However, this arrangement conflicts with the condition for four children saRead more
No, it’s impossible for four children to say ‘1’ and the last one to say ‘0’. If four children each say ‘1’, they would need exactly one taller neighbor. This implies the tallest child, with no taller neighbor, must say ‘0’. However, this arrangement conflicts with the condition for four children saying ‘1’. Such scenarios reveal the inherent dependency on height variations and positioning among the children.
The sequence 1, 1, 1, 1, 1 is not possible. Each child saying '1' requires one taller neighbor, but the tallest child cannot meet this condition. For a valid arrangement, the tallest child would say '0', indicating no taller neighbor. Thus, achieving this sequence is incompatible with the constraintRead more
The sequence 1, 1, 1, 1, 1 is not possible. Each child saying ‘1’ requires one taller neighbor, but the tallest child cannot meet this condition. For a valid arrangement, the tallest child would say ‘0’, indicating no taller neighbor. Thus, achieving this sequence is incompatible with the constraints set by the problem. This illustrates how relative heights determine the numbers assigned to each child.
The sequence 0, 1, 2, 1, 0 is possible. To achieve this, the tallest child should stand at the center, with slightly shorter children on either side, and the shortest children at the ends. The shortest children have no taller neighbors, so they say '0'. Those beside the tallest say '1', while the taRead more
The sequence 0, 1, 2, 1, 0 is possible. To achieve this, the tallest child should stand at the center, with slightly shorter children on either side, and the shortest children at the ends. The shortest children have no taller neighbors, so they say ‘0’. Those beside the tallest say ‘1’, while the tallest says ‘2’. This arrangement satisfies the conditions for each child’s number assignment, demonstrating the importance of strategic positioning.
To maximize the number of children saying '2', the tallest child should be placed in the center, surrounded by slightly shorter children on both sides. This arrangement ensures that the tallest child and their immediate neighbors each have two taller neighbors, fulfilling the condition to say '2'. TRead more
To maximize the number of children saying ‘2’, the tallest child should be placed in the center, surrounded by slightly shorter children on both sides. This arrangement ensures that the tallest child and their immediate neighbors each have two taller neighbors, fulfilling the condition to say ‘2’. The remaining two children at the ends will have only one taller neighbor each, saying ‘1’. This strategic positioning highlights how height differences and placement influence the resulting numbers.
In the given table, supercells are identified as cells meeting certain conditions, such as divisibility rules, unique digit properties, or being prime numbers. These cells stand out due to their distinct mathematical characteristics, such as even digit sums or palindromic properties. For example, aRead more
In the given table, supercells are identified as cells meeting certain conditions, such as divisibility rules, unique digit properties, or being prime numbers. These cells stand out due to their distinct mathematical characteristics, such as even digit sums or palindromic properties. For example, a number like 6828 might qualify due to its symmetrical structure. Supercells help students explore patterns and logical reasoning in number systems, encouraging analytical thinking.
To fill the table with only 4-digit numbers, the coloured cells should be assigned numbers meeting the supercell criteria. For example, 5346 could be divisible by 6, and 9635 could be chosen as a near-prime number. These numbers should match mathematical patterns like symmetry, primes, or even divisRead more
To fill the table with only 4-digit numbers, the coloured cells should be assigned numbers meeting the supercell criteria. For example, 5346 could be divisible by 6, and 9635 could be chosen as a near-prime number. These numbers should match mathematical patterns like symmetry, primes, or even divisibility rules. Assigning appropriate numbers maintains logical consistency and helps strengthen the understanding of numerical properties.
Maximizing supercells involves strategically filling the table with numbers meeting key mathematical patterns or properties. For instance, choosing 2520 ensures divisibility by multiple integers, while 1221 leverages its symmetry. Avoid repetitions and ensure numbers satisfy the supercell conditionsRead more
Maximizing supercells involves strategically filling the table with numbers meeting key mathematical patterns or properties. For instance, choosing 2520 ensures divisibility by multiple integers, while 1221 leverages its symmetry. Avoid repetitions and ensure numbers satisfy the supercell conditions such as palindromes, primes, or even odd/even alternations. These placements maximize the number of supercells while adhering to the constraints, fostering an understanding of number theory principles.
The number of supercells in a 9-number table depends on the properties chosen for classification. If criteria like divisibility by prime numbers or palindromic digits are applied, a possible 3 or 4 supercells might emerge. For instance, numbers like 6828, 5346, and 2520 qualify due to their symmetryRead more
The number of supercells in a 9-number table depends on the properties chosen for classification. If criteria like divisibility by prime numbers or palindromic digits are applied, a possible 3 or 4 supercells might emerge. For instance, numbers like 6828, 5346, and 2520 qualify due to their symmetry or mathematical properties. Accurately identifying supercells encourages students to analyze relationships among numbers and strengthens number theory skills.
The count of supercells varies based on the number of table cells and applied conditions. For a 4-cell table, 2 numbers might qualify if rules like symmetry or divisibility are stringent. In a 9-cell table, relaxed conditions could allow up to 5 supercells. Experimenting with different criteria enabRead more
The count of supercells varies based on the number of table cells and applied conditions. For a 4-cell table, 2 numbers might qualify if rules like symmetry or divisibility are stringent. In a 9-cell table, relaxed conditions could allow up to 5 supercells. Experimenting with different criteria enables exploration of numerical properties and logical deduction strategies, highlighting the mathematical structure and connections between numbers.
Filling a table without repeating numbers while avoiding supercells is achievable by deliberately selecting numbers that don't satisfy the supercell criteria. For instance, choosing random numbers like 1023 or 4739 that lack symmetry, divisibility properties, or patterns ensures no supercells. ThisRead more
Filling a table without repeating numbers while avoiding supercells is achievable by deliberately selecting numbers that don’t satisfy the supercell criteria. For instance, choosing random numbers like 1023 or 4739 that lack symmetry, divisibility properties, or patterns ensures no supercells. This approach challenges the understanding of supercell formation and emphasizes the importance of defined criteria, offering a deeper insight into number selection.
There are 5 children in a group, all of different heights. Can they stand such that four of them say 1 and the last one says 0? Why or why not?
No, it's impossible for four children to say '1' and the last one to say '0'. If four children each say '1', they would need exactly one taller neighbor. This implies the tallest child, with no taller neighbor, must say '0'. However, this arrangement conflicts with the condition for four children saRead more
No, it’s impossible for four children to say ‘1’ and the last one to say ‘0’. If four children each say ‘1’, they would need exactly one taller neighbor. This implies the tallest child, with no taller neighbor, must say ‘0’. However, this arrangement conflicts with the condition for four children saying ‘1’. Such scenarios reveal the inherent dependency on height variations and positioning among the children.
For more NCERT Solutions for Class 6 Math Chapter 3 Number Play Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-3/
For this group of 5 children, is the sequence 1, 1, 1, 1, 1 possible?
The sequence 1, 1, 1, 1, 1 is not possible. Each child saying '1' requires one taller neighbor, but the tallest child cannot meet this condition. For a valid arrangement, the tallest child would say '0', indicating no taller neighbor. Thus, achieving this sequence is incompatible with the constraintRead more
The sequence 1, 1, 1, 1, 1 is not possible. Each child saying ‘1’ requires one taller neighbor, but the tallest child cannot meet this condition. For a valid arrangement, the tallest child would say ‘0’, indicating no taller neighbor. Thus, achieving this sequence is incompatible with the constraints set by the problem. This illustrates how relative heights determine the numbers assigned to each child.
For more NCERT Solutions for Class 6 Math Chapter 3 Number Play Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-3/
Is the sequence 0, 1, 2, 1, 0 possible? Why or why not?
The sequence 0, 1, 2, 1, 0 is possible. To achieve this, the tallest child should stand at the center, with slightly shorter children on either side, and the shortest children at the ends. The shortest children have no taller neighbors, so they say '0'. Those beside the tallest say '1', while the taRead more
The sequence 0, 1, 2, 1, 0 is possible. To achieve this, the tallest child should stand at the center, with slightly shorter children on either side, and the shortest children at the ends. The shortest children have no taller neighbors, so they say ‘0’. Those beside the tallest say ‘1’, while the tallest says ‘2’. This arrangement satisfies the conditions for each child’s number assignment, demonstrating the importance of strategic positioning.
For more NCERT Solutions for Class 6 Math Chapter 3 Number Play Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-3/
How would you rearrange the five children so that the maximum number of children say 2?
To maximize the number of children saying '2', the tallest child should be placed in the center, surrounded by slightly shorter children on both sides. This arrangement ensures that the tallest child and their immediate neighbors each have two taller neighbors, fulfilling the condition to say '2'. TRead more
To maximize the number of children saying ‘2’, the tallest child should be placed in the center, surrounded by slightly shorter children on both sides. This arrangement ensures that the tallest child and their immediate neighbors each have two taller neighbors, fulfilling the condition to say ‘2’. The remaining two children at the ends will have only one taller neighbor each, saying ‘1’. This strategic positioning highlights how height differences and placement influence the resulting numbers.
For more NCERT Solutions for Class 6 Math Chapter 3 Number Play Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-3/
Colour or mark the supercells in the table below. 6828, 670, 9435, 3780, 3708, 7308, 8000, 5583 52
In the given table, supercells are identified as cells meeting certain conditions, such as divisibility rules, unique digit properties, or being prime numbers. These cells stand out due to their distinct mathematical characteristics, such as even digit sums or palindromic properties. For example, aRead more
In the given table, supercells are identified as cells meeting certain conditions, such as divisibility rules, unique digit properties, or being prime numbers. These cells stand out due to their distinct mathematical characteristics, such as even digit sums or palindromic properties. For example, a number like 6828 might qualify due to its symmetrical structure. Supercells help students explore patterns and logical reasoning in number systems, encouraging analytical thinking.
For more NCERT Solutions for Class 6 Math Chapter 3 Number Play Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-3/
Fill the table below with only 4-digit numbers such that the supercells are exactly the coloured cells. 5346, _, _, 1258, _, _, _, 9635, _.
To fill the table with only 4-digit numbers, the coloured cells should be assigned numbers meeting the supercell criteria. For example, 5346 could be divisible by 6, and 9635 could be chosen as a near-prime number. These numbers should match mathematical patterns like symmetry, primes, or even divisRead more
To fill the table with only 4-digit numbers, the coloured cells should be assigned numbers meeting the supercell criteria. For example, 5346 could be divisible by 6, and 9635 could be chosen as a near-prime number. These numbers should match mathematical patterns like symmetry, primes, or even divisibility rules. Assigning appropriate numbers maintains logical consistency and helps strengthen the understanding of numerical properties.
For more NCERT Solutions for Class 6 Math Chapter 3 Number Play Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-3/
Fill the table below such that we get as many supercells as possible. Use numbers between 100 and 1000 without repetitions.
Maximizing supercells involves strategically filling the table with numbers meeting key mathematical patterns or properties. For instance, choosing 2520 ensures divisibility by multiple integers, while 1221 leverages its symmetry. Avoid repetitions and ensure numbers satisfy the supercell conditionsRead more
Maximizing supercells involves strategically filling the table with numbers meeting key mathematical patterns or properties. For instance, choosing 2520 ensures divisibility by multiple integers, while 1221 leverages its symmetry. Avoid repetitions and ensure numbers satisfy the supercell conditions such as palindromes, primes, or even odd/even alternations. These placements maximize the number of supercells while adhering to the constraints, fostering an understanding of number theory principles.
For more NCERT Solutions for Class 6 Math Chapter 3 Number Play Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-3/
Out of the 9 numbers, how many supercells are there in the table above? ___________
The number of supercells in a 9-number table depends on the properties chosen for classification. If criteria like divisibility by prime numbers or palindromic digits are applied, a possible 3 or 4 supercells might emerge. For instance, numbers like 6828, 5346, and 2520 qualify due to their symmetryRead more
The number of supercells in a 9-number table depends on the properties chosen for classification. If criteria like divisibility by prime numbers or palindromic digits are applied, a possible 3 or 4 supercells might emerge. For instance, numbers like 6828, 5346, and 2520 qualify due to their symmetry or mathematical properties. Accurately identifying supercells encourages students to analyze relationships among numbers and strengthens number theory skills.
For more NCERT Solutions for Class 6 Math Chapter 3 Number Play Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-3/
Find out how many supercells are possible for different numbers of cells. Do you notice any pattern? What is the method to fill a given table to get the maximum number of supercells? Explore and share your strategy.
The count of supercells varies based on the number of table cells and applied conditions. For a 4-cell table, 2 numbers might qualify if rules like symmetry or divisibility are stringent. In a 9-cell table, relaxed conditions could allow up to 5 supercells. Experimenting with different criteria enabRead more
The count of supercells varies based on the number of table cells and applied conditions. For a 4-cell table, 2 numbers might qualify if rules like symmetry or divisibility are stringent. In a 9-cell table, relaxed conditions could allow up to 5 supercells. Experimenting with different criteria enables exploration of numerical properties and logical deduction strategies, highlighting the mathematical structure and connections between numbers.
For more NCERT Solutions for Class 6 Math Chapter 3 Number Play Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-3/
Can you fill a supercell table without repeating numbers such that there are no supercells? Why or why not?
Filling a table without repeating numbers while avoiding supercells is achievable by deliberately selecting numbers that don't satisfy the supercell criteria. For instance, choosing random numbers like 1023 or 4739 that lack symmetry, divisibility properties, or patterns ensures no supercells. ThisRead more
Filling a table without repeating numbers while avoiding supercells is achievable by deliberately selecting numbers that don’t satisfy the supercell criteria. For instance, choosing random numbers like 1023 or 4739 that lack symmetry, divisibility properties, or patterns ensures no supercells. This approach challenges the understanding of supercell formation and emphasizes the importance of defined criteria, offering a deeper insight into number selection.
For more NCERT Solutions for Class 6 Math Chapter 3 Number Play Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-3/