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	<title>The Math Factor Podcast &#187; Yoak</title>
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		<item>
		<title>Yoak: More Goings On At The &#8216;Crazy Buttocks&#8217; Party</title>
		<link>http://mathfactor.uark.edu/2009/11/yoak-more-goings-on-at-the-crazy-buttocks-party/</link>
		<comments>http://mathfactor.uark.edu/2009/11/yoak-more-goings-on-at-the-crazy-buttocks-party/#comments</comments>
		<pubDate>Sun, 22 Nov 2009 07:52:25 +0000</pubDate>
		<dc:creator>jyoak</dc:creator>
				<category><![CDATA[Authors]]></category>
		<category><![CDATA[Yoak]]></category>
		<category><![CDATA[math puzzles]]></category>

		<guid isPermaLink="false">http://mathfactor.uark.edu/?p=950</guid>
		<description><![CDATA[In Living With Crazy Buttocks, Stephen Morris told us of a rather interesting party.  The story continues&#8230;
After winning their trip to Paris, the guests became elated and celebrated with the consumption of some adult beverages.  Ever responsible, the host confiscated the keys to all cars to ensure that no one drove home drunk. [...]]]></description>
			<content:encoded><![CDATA[<p>In <a href="http://mathfactor.uark.edu/2009/10/morris-living-with-crazy-buttocks/">Living With Crazy Buttocks</a>, Stephen Morris told us of a rather interesting party.  The story continues&#8230;</p>
<p>After winning their trip to Paris, the guests became elated and celebrated with the consumption of some adult beverages.  Ever responsible, the host confiscated the keys to all cars to ensure that no one drove home drunk.  Later on, when things started to calm down, party-goers started to request the return of their keys claiming to be sober enough for the drive home.</p>
<p>Having once been out-done by the guests, our host took another whack.  He distributed all of the keys, but did so randomly.  He then presented a challenge he felt sure they&#8217;d only be able to satisfy if they were indeed sober enough to drive.  They were allowed to exchange keys, but only in rounds.  During each round, each party-goer could either do nothing or pair up with another party-goer and exchange the sets of keys each was holding.  (Each party-goer could be part of at most one pairing per round.)  No one would be allowed to drive home unless everyone recovered their own keys.</p>
<p>The host wished to allow only a fixed number of rounds.  To be fair, he wanted to be sure that it would indeed be possible to make the change.  However, he also wanted to make it as difficult as possible for the party-goers.  What is the minimum number of rounds must allow them to ensure that an exchange would be possible?</p>
<p>For clarity, all key recipients can discuss, share information such as who has the keys of whom, and agree upon a strategy.  Also, careful readers will realize that there were 20 guests at the party originally.  Sadly, it was a rather disorderly party and some guests did leave early, but many more appeared.  Everyone present at the key ceremony had a key confiscated, and everyone with a key confiscated received a key for this challenge, but neither you nor the host knows just how many there are.</p>
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		<title>Follow Up:  Yoak: Batteries, and the Problem of the Week</title>
		<link>http://mathfactor.uark.edu/2009/11/follow-up-yoak-batteries-and-the-problem-of-the-week/</link>
		<comments>http://mathfactor.uark.edu/2009/11/follow-up-yoak-batteries-and-the-problem-of-the-week/#comments</comments>
		<pubDate>Sat, 21 Nov 2009 21:31:09 +0000</pubDate>
		<dc:creator>Stephen Morris</dc:creator>
				<category><![CDATA[Follow Up]]></category>
		<category><![CDATA[Morris]]></category>
		<category><![CDATA[The Mathcast]]></category>
		<category><![CDATA[Yoak]]></category>

		<guid isPermaLink="false">http://mathfactor.uark.edu/?p=938</guid>
		<description><![CDATA[{ Hi, Steve here.  Jeff asked me to post a solution and I&#8217;m more than happy to oblige. It&#8217;s a fun puzzle with some nice maths to explore. I learnt a lot about graph theory and a new theorem (new to me), Turan&#8217;s theorem.  More on that later. }
In Yoak: Batteries, and the [...]]]></description>
			<content:encoded><![CDATA[<p><em>{ Hi, Steve here.  Jeff asked me to post a solution and I&#8217;m more than happy to oblige. It&#8217;s a fun puzzle with some nice maths to explore. I learnt a lot about graph theory and a new theorem (new to me), Turan&#8217;s theorem.  More on that later. }</em></p>
<p><span style="font-family: Arial; "><span style="color:black">In </span><a href="http://mathfactor.uark.edu/2009/11/yoak-batteries-and-the-problem-of-the-week/">Yoak: Batteries, and the Problem-of-the Week</a> Jeff posed a great problem from <span style="color:#333333">Stan Wagon&#8217;s&nbsp;<a href="http://mathforum.org/wagon/"></a></span><span style="color:#974605">Problem of the Week</span><span style="color:#333333">.</span></span></p>
<p><span style="font-family: Arial; ">You have eight batteries, four good and four dead.  You need two good batteries to work the device; if either battery is dead then the device shows no sign of life.  How many tests using two batteries do you need to make the device work?</span></p>
<p><span style="font-family: Arial;"><img style="border: 0px initial initial;" src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa11.png" alt="" /></span></p>
<p><span style="font-family: Arial; "><span id="more-938"></span></span></p>
<p><span style="font-family: Arial; ">In some similar sounding puzzles we might change the tests depending on the results we get as we go along.  That doesn&#8217;t work here.  We will stop if any test succeeds, we only carry on as long as the tests fail.  We never get any information that we could use to choose our next test.  That means we can choose the combinations we are going to use before we start our tests.</span></p>
<p><span style="font-family: Arial; ">There are two ways of posing this problem.  The one we have used is to make the device work.  The other is to identify two working batteries which requires one less test.</span></p>
<p><span style="font-family: Arial;">Another problem is to find all four working batteries (which laciermaths neatly dealt with in the comments) and yet another is to find the most efficient approach which minimises the average number of tests.</span></p>
<p><span style="font-family: Arial;">The following seven combinations are guaranteed to make the device work.</span></p>
<p><span style="font-family: Arial;">(1,2),(1,3),(2,3),(4,5),(4,6),(5,6),(7,8)</span></p>
<p>&nbsp;</p>
<p><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa1.png" alt="" /><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa2.png" alt="" /></p>
<p><span style="color:black; font-family:Arial">Any six of these tests will identify two working batteries, for example our tests could be:<br />
 </span></p>
<p><span style="font-family: Arial;">(1,2),(1,3),(2,3),(4,5),(4,6),(5,6)</span></p>
<p><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa4.png" alt="" /><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa5.png" alt="" /></p>
<p><span style="color:black; font-family:Arial">If all of these tests fail then at most one battery from {1,2,3} can work and at most one battery from {4,5,6} can work.  As we know there are four good batteries we can deduce that both 7 and 8 are working batteries.<br />
 </span></p>
<p><span style="font-family: Arial;">So we have an answer to the problem, six tests are sufficient to identify two good batteries and seven tests are sufficient to work the device.</span></p>
<p><span style="font-family: Arial;">But hold on a minute!  We haven&#8217;t yet shown that there isn&#8217;t an answer with fewer tests.</span></p>
<p><span style="font-family: Arial;">I came up with a proof but I won&#8217;t repeat it here because Jim Schmerl gave a much better one to POW.  The better proof works for any number of batteries with any number being good.</span></p>
<p><span style="font-family: Arial;">It says:  With n batteries and r good batteries then the best solution is to split the batteries into r-1 groups of roughly equal size and then test each pair within each group.</span></p>
<p><span style="font-family: Arial;">Let&#8217;s consider our seven tests again.</span></p>
<p><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa7.png" alt="" /><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa8.png" alt="" /><span style="color:black; font-family:Arial"><br />
 </span></p>
<p><span style="font-family: Arial;">Here n is 8 and r is 4.  We split the batteries into r-1 = 3 groups and test each pair in each group.  At least one group has two good batteries so this will definitely give a solution.</span></p>
<p><span style="color:black; font-family:Arial">These sorts of diagrams are called graphs.  A graph is just a set of vertices connected by edges.  A graph with v vertices and all possible edges is called K<sub>v</sub>.  Our solution consists of </span>K<sub>3</sub>, K<sub>3</sub> and K<sub>2</sub>.</p>
<p><span style="font-family:Arial">Now how do we show that this is minimal.  Well we have some clever tricks.<br />
 </span></p>
<p><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa10.png" alt="" /><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa11.png" alt="" /><span style="color:black; font-family:Arial"><br />
 </span></p>
<p><span style="font-family: Arial;">The figure above is certainly a solution but it isn&#8217;t minimal.</span></p>
<p><span style="color:black; font-family:Arial">7 has three edges and 8 has just one edge.  We can reduce the number of edges by a procedure I call &#8216;Make 7 like 8&#8242;.  The procedure involves:<br />
 </span></p>
<p><span style="color:black; font-family:Arial">1.&nbsp;&nbsp;&nbsp;&nbsp;Remove all edges from 7.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">2.&nbsp;&nbsp;&nbsp;&nbsp;Connect 7 to the same vertices as 8.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">3.&nbsp;&nbsp;&nbsp;&nbsp;Connect 7 to 8.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">That procedure gives:<br />
 </span></p>
<p><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa13.png" alt="" /><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa14.png" alt="" /><span style="color:black; font-family:Arial"><br />
 </span></p>
<p><span style="font-family: Arial;">We now have 11 edges instead of 12.</span></p>
<p><span style="color:black; font-family:Arial">If we start with a solution then the &#8216;Make a like b&#8217; procedure will give another solution.  Why is this?<br />
 </span></p>
<ul>
<li><span style="color:black; font-family:Arial">If the four good batteries include both 7 and 8 then they will be tested as we test the pair 7 and 8.<br />
 </span></li>
<li><span style="color:black; font-family:Arial">If the four good batteries do not include 7  then they are tested in the original solution and so will be tested in the new solution.  We have only changed tests that include 7.<br />
 </span></li>
<li><span style="color:black; font-family:Arial">If the four good batteries include 7, but not 8, then they will be tested.  The equivalent group, replacing 7 with 8, is tested.  For example consider {1,4,6,7}.  The equivalent group is {1,4,6,8}.  We know this is tested as it doesn&#8217;t involve 7 and so is tested in the original solution.  But 7 connects to the same vertices as 8 so {1,4,6,7} is tested in the new solution.<br />
 </span></li>
</ul>
<p><span style="color:black; font-family:Arial">We can repeat this trick as often as we like.  You might like to play around with it, start with a solution with a ridiculous number of edges and see how far you can reduce it by repeating this trick.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">The number of edges connected to a vertex, a, is called the degree of a which is written d(a).  The procedure &#8216;Make a like b&#8217; will reduce the number of edges if d(a) &gt; d(b) + 1.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">We can therefore make the following claim:<br />
 </span></p>
<p><span style="color:black; font-family:Arial"><strong>Claim 1:  In an optimal solution the degree of any two vertices will differ by no more than one.<br />
 </strong></span></p>
<p><span style="color:black; font-family:Arial">So far so good but we need to go a bit further.  We can use the same trick to show the following:<br />
 </span></p>
<p><span style="color:black; font-family:Arial"><strong>Claim 2:  In an optimal solution if a-b and b-c then a-c </strong>(where a-b means there is an edge between a and b).<strong><br />
 </strong></span></p>
<p><span style="color:black; font-family:Arial">This means the solution splits the batteries into groups where each pair within a group is tested.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">Proof of Claim 2:<br />
 </span></p>
<p><span style="color:black; font-family:Arial">Suppose there is a chain a-b-c but there is no edge between a and c (so a-c is not true).  We can always reduce the number of edges.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">Case 1:  If d(b) &gt; d(a) we &#8216;Make b like a&#8217;.  This reduces the number of edges by at least one, we remove the b-c edge.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">Case 2: Similarly if d(b) &gt; d(c) we &#8216;Make b like c&#8217;.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">Case 3:  Otherwise we have d(b) &lt;= d(a) and d(b) &lt;=&nbsp;d(c).  We &#8216;Make a like b&#8217; and then &#8216;Make c like b&#8217;.  These two procedures will also reduce the number of edges by at least one.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">To illustrate this lets go back to our example.  We left it like this.<br />
 </span></p>
<p><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa16.png" alt="" /><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa17.png" alt="" /><span style="color:black; font-family:Arial"><br />
 </span></p>
<p>&nbsp;</p>
<p><span style="color:black; font-family:Arial">We have the chain 1-3-5 but not 1-5.  d(3) &gt; d(1) so we &#8216;Make 3 like 1&#8242;.  That gives:<br />
 </span></p>
<p><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa19.png" alt="" /><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa20.png" alt="" /><span style="color:black; font-family:Arial"><br />
 </span></p>
<p><span style="font-family: Arial;">Now we have the chain 4-5-6 but not 4-6.  As d(4) &lt;=&nbsp;d(5) and d(6) &lt;=&nbsp;d(5) we have the third case.  First &#8216;Make 4 like 5&#8242; and then &#8216;Make 6 like 5&#8242;.</span></p>
<p><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa22.png" alt="" /><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa23.png" alt="" /><span style="color:black; font-family:Arial"><br />
 </span></p>
<p><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa25.png" alt="" /><img src="http://mathfactor.uark.edu/wp-content/uploads/2009/11/112109_2126_FollowUpYoa26.png" alt="" /></p>
<p><span style="font-family: Arial;">What our two claims show is that an optimal solution will split the batteries into roughly equal groups (the degree of any two vertices can differ by no more than one), each pair within a group is tested.</span></p>
<p><span style="color:black; font-family:Arial">It only remains to show that we should use three groups.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">More than three groups is not a solution, we could have one good battery in each group.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">The other possibilities are to have one group, K<sub>8</sub>, which has 28 edges or to have two groups, K<sub>4</sub> and K<sub>4</sub>, which has 12 edges.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">So having three groups, with 7 edges, is optimal.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">In the general solution we should have as many groups as possible which is r-1.<br />
 </span></p>
<p>&nbsp;</p>
<p><span style="color:black; font-family:Arial">So this proves the general solution we have before:  With n batteries and r good batteries then the best solution is to split the batteries into r-1 groups of roughly equal size and then test each pair within each group.<br />
 </span></p>
<p>&nbsp;</p>
<p><span style="color:black; font-family:Arial">This is equivalent to Turan&#8217;s theorem.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">For an optimal solution we need to consider the &#8216;complement graph&#8217;.   This just means the graph with an edge precisely where our solution graph doesn&#8217;t have one.  As our solution has 7 edges and there are 28 possible edges the complement graph has 21 edges.  Such a graph is called a Turan graph.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">The Turan graph can be got by splitting the vertices into r-1 groups and then connecting each pair which are <strong>not</strong> in the same group.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">Since each group of four vertices in the solution graph contains at least one edge the same four vertices in the complement graph are missing an edge.  In other words the complement graph does not contain K<sub>4</sub> , it is K<sub>4</sub>-free.<br />
 </span></p>
<p><span style="color:black; font-family:Arial">Turan&#8217;s theorem says the graph with n vertices with the most edges which is K<sub>r</sub>-free is the Turan graph, exactly the complement of our solution graph.</span></p>
]]></content:encoded>
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		</item>
		<item>
		<title>Yoak: Batteries, and the Problem of the Week</title>
		<link>http://mathfactor.uark.edu/2009/11/yoak-batteries-and-the-problem-of-the-week/</link>
		<comments>http://mathfactor.uark.edu/2009/11/yoak-batteries-and-the-problem-of-the-week/#comments</comments>
		<pubDate>Wed, 11 Nov 2009 19:17:42 +0000</pubDate>
		<dc:creator>jyoak</dc:creator>
				<category><![CDATA[Authors]]></category>
		<category><![CDATA[Yoak]]></category>
		<category><![CDATA[math puzzles]]></category>

		<guid isPermaLink="false">http://mathfactor.uark.edu/?p=872</guid>
		<description><![CDATA[Recently I discovered Stan Wagon&#8217;s Problem of the Week.&#160; This is a delightful mailing list / site and some of the problems are in the vein of puzzles I post here.&#160; Recent problem 1125 captured the attention of several Math Factor authors so I thought I&#8217;d post the puzzle here as an excuse to introduce [...]]]></description>
			<content:encoded><![CDATA[<p>Recently I discovered Stan Wagon&#8217;s <a href="http://mathforum.org/wagon/">Problem of the Week</a>.&nbsp; This is a delightful mailing list / site and some of the problems are in the vein of puzzles I post here.&nbsp; Recent problem 1125 captured the attention of several Math Factor authors so I thought I&#8217;d post the puzzle here as an excuse to introduce you all to that list.</p>
<p>You have eight batteries and know that four are good and four are dead, but don&#8217;t know which are which.&nbsp; Your only method of testing them is to insert two into a device that will work if you&#8217;ve put in two good batteries and not otherwise.&nbsp; How many such &#8220;tests&#8221; are required in order to be sure that you&#8217;ve located two good batteries?</p>
<p>As of this posting, the answer to this question is not yet on the POTW website, but if you come to this later, the spoiler may be there, so be careful to avoid spoilers if you want to work this through.</p>
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		</item>
		<item>
		<title>Yoak: Average Salary</title>
		<link>http://mathfactor.uark.edu/2009/10/yoak-average-salary/</link>
		<comments>http://mathfactor.uark.edu/2009/10/yoak-average-salary/#comments</comments>
		<pubDate>Wed, 28 Oct 2009 19:47:56 +0000</pubDate>
		<dc:creator>jyoak</dc:creator>
				<category><![CDATA[Authors]]></category>
		<category><![CDATA[Yoak]]></category>
		<category><![CDATA[math puzzles]]></category>

		<guid isPermaLink="false">http://mathfactor.uark.edu/?p=866</guid>
		<description><![CDATA[Finding yourself chatting around the water cooler one afternoon, you and two co-workers agree that you would all like to know the average of your three salaries but none of you want your individual salary to be known to either of the other two.&#160; Without need of involving any external person or machine as some [...]]]></description>
			<content:encoded><![CDATA[<p>Finding yourself chatting around the water cooler one afternoon, you and two co-workers agree that you would all like to know the average of your three salaries but none of you want your individual salary to be known to either of the other two.&nbsp; Without need of involving any external person or machine as some sort of secret keeper, how can you achieve this end?</p>
<p>&nbsp;</p>
]]></content:encoded>
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		<slash:comments>6</slash:comments>
		</item>
		<item>
		<title>Yoak: Foxy!</title>
		<link>http://mathfactor.uark.edu/2009/10/yoak-foxy/</link>
		<comments>http://mathfactor.uark.edu/2009/10/yoak-foxy/#comments</comments>
		<pubDate>Wed, 14 Oct 2009 20:41:55 +0000</pubDate>
		<dc:creator>jyoak</dc:creator>
				<category><![CDATA[Authors]]></category>
		<category><![CDATA[Yoak]]></category>
		<category><![CDATA[math puzzles]]></category>

		<guid isPermaLink="false">http://mathfactor.uark.edu/?p=820</guid>
		<description><![CDATA[There are five holes in a row in my yard.&#160; A fox lives in them moving around as follows:&#160; Each night, it abandons it current residence and moves to an immediately neighboring hole.&#160; If I&#8217;m allowed to check one hole each morning, identify a sequence of holes that I can check in order to be [...]]]></description>
			<content:encoded><![CDATA[<p>There are five holes in a row in my yard.&nbsp; A fox lives in them moving around as follows:&nbsp; Each night, it abandons it current residence and moves to an immediately neighboring hole.&nbsp; If I&#8217;m allowed to check one hole each morning, identify a sequence of holes that I can check in order to be sure to catch the fox.</p>
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		<slash:comments>2</slash:comments>
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		<title>Yoak: Simple Arithmetic</title>
		<link>http://mathfactor.uark.edu/2009/10/yoak-simple-arithmetic/</link>
		<comments>http://mathfactor.uark.edu/2009/10/yoak-simple-arithmetic/#comments</comments>
		<pubDate>Mon, 05 Oct 2009 19:09:14 +0000</pubDate>
		<dc:creator>jyoak</dc:creator>
				<category><![CDATA[Authors]]></category>
		<category><![CDATA[Yoak]]></category>
		<category><![CDATA[math puzzles]]></category>

		<guid isPermaLink="false">http://mathfactor.uark.edu/?p=813</guid>
		<description><![CDATA[I recently got back in touch with an old friend and puzzler and he reminded me of a puzzle that he once told me about that confounded me for weeks.&#160; Faced with a restatement of it, again I couldn&#8217;t come up with an answer for the life of me.&#160; The mechanism is painfully simple, but [...]]]></description>
			<content:encoded><![CDATA[<p>I recently got back in touch with an old friend and puzzler and he reminded me of a puzzle that he once told me about that confounded me for weeks.&nbsp; Faced with a restatement of it, again I couldn&#8217;t come up with an answer for the life of me.&nbsp; The mechanism is painfully simple, but there is something about the particulars here that short my mind out.</p>
<p>Combine the four number 1,3,4,and 6 with operators of addition, subtraction, multiplication and division (and parenthesis to indicate order of operation) to yield an expression equal to 24.</p>
<p>I assure you that you can take this in the most straight-forward manner possible.&nbsp; You aren&#8217;t mean to smoosh them together to get &#8220;13&#8243; out of 1 and 3.&nbsp; You aren&#8217;t meant to use &#8220;1&#8243; as a problem number or something of that sort.&nbsp; An answer will look something like this:</p>
<p>(4-1)*3/6</p>
<p>except that is equal to 1.5 .&nbsp; Your expression must equal 24.</p>
<p>I&#8217;m interested to hear if this is as difficult for others as it was for me.</p>
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		<slash:comments>7</slash:comments>
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		<title>Yoak: Lewis Carroll &#8211; Some Chance I&#8217;m Being Obtuse</title>
		<link>http://mathfactor.uark.edu/2009/09/yoak-lewis-carroll/</link>
		<comments>http://mathfactor.uark.edu/2009/09/yoak-lewis-carroll/#comments</comments>
		<pubDate>Sun, 20 Sep 2009 08:54:21 +0000</pubDate>
		<dc:creator>jyoak</dc:creator>
				<category><![CDATA[Topology and geometry]]></category>
		<category><![CDATA[Yoak]]></category>
		<category><![CDATA[math puzzles]]></category>

		<guid isPermaLink="false">http://mathfactor.uark.edu/?p=797</guid>
		<description><![CDATA[This will be the last of my Lewis Carroll posts.&#160; In Pillow Problems, Carroll writes:
&#160;&#160; Three Points are taken at random on an infinite Plane.&#160; Find the chance of their being the vertices of an obtuse-angled Triangle.
Note: An obtuse-angled triangle is one that has an angle measuring more than 90 degrees.
]]></description>
			<content:encoded><![CDATA[<p>This will be the last of my Lewis Carroll posts.&nbsp; In Pillow Problems, Carroll writes:</p>
<p>&nbsp;&nbsp; Three Points are taken at random on an infinite Plane.&nbsp; Find the chance of their being the vertices of an obtuse-angled Triangle.</p>
<p>Note: An obtuse-angled triangle is one that has an angle measuring more than 90 degrees.</p>
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		<slash:comments>16</slash:comments>
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		<title>Yoak: More Lewis Carroll &#8211; The Square Window</title>
		<link>http://mathfactor.uark.edu/2009/09/yoak-more-lewis-carroll-the-square-window/</link>
		<comments>http://mathfactor.uark.edu/2009/09/yoak-more-lewis-carroll-the-square-window/#comments</comments>
		<pubDate>Fri, 11 Sep 2009 16:04:47 +0000</pubDate>
		<dc:creator>jyoak</dc:creator>
				<category><![CDATA[The Mathcast]]></category>
		<category><![CDATA[Yoak]]></category>
		<category><![CDATA[math puzzles]]></category>

		<guid isPermaLink="false">http://mathfactor.uark.edu/?p=789</guid>
		<description><![CDATA[This puzzle is taken from a letter Carroll wrote to a 14-year-old girl named Helen Fielden.&#160; Carroll writes:
I don&#8217;t know if you&#8217;re fond of puzzles, or not.&#160; If you are, try this.&#160; If not, never mind.&#160; A gentlemen (a nobleman let us say, to make it more interesting) had a sitting-room with only one window [...]]]></description>
			<content:encoded><![CDATA[<p>This puzzle is taken from a letter Carroll wrote to a 14-year-old girl named Helen Fielden.&nbsp; Carroll writes:</p>
<p>I don&#8217;t know if you&#8217;re fond of puzzles, or not.&nbsp; If you are, try this.&nbsp; If not, never mind.&nbsp; A gentlemen (a nobleman let us say, to make it more interesting) had a sitting-room with only one window in it &#8212; a square window, 3 feet high and 3 feet wide.&nbsp; Now, he had weak eyes, and the window gave too much light, so (don&#8217;t you like &#8220;so&#8221; in a story?) he sent for the builder, and told hm to alter it, so as to give half the light.&nbsp; Only, he was to keep it square &#8212; he was to keep it 3 feet high &#8212; and he was to keep it 3 feet wide.&nbsp; How did he do it?&nbsp; Remember, he wasn&#8217;t allowed to use curtains, or shutters, or coloured glass, or anything of that sort.</p>
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		<slash:comments>2</slash:comments>
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		<title>Yoak: Lewis Carroll &#8211; Passing Shillings</title>
		<link>http://mathfactor.uark.edu/2009/08/yoak-lewis-carroll-passing-shillings/</link>
		<comments>http://mathfactor.uark.edu/2009/08/yoak-lewis-carroll-passing-shillings/#comments</comments>
		<pubDate>Thu, 20 Aug 2009 15:37:49 +0000</pubDate>
		<dc:creator>jyoak</dc:creator>
				<category><![CDATA[Authors]]></category>
		<category><![CDATA[Yoak]]></category>
		<category><![CDATA[math puzzles]]></category>

		<guid isPermaLink="false">http://mathfactor.uark.edu/?p=768</guid>
		<description><![CDATA[Since my last post, I actually dug up one of my books with Carroll problems.&#160; I&#8217;ll present this one in Carroll&#8217;s own words and add a few notes:
Carroll writes:
&#160;&#160; Some men sat in a circle, so that each had 2 neighbours; and each had a certain number of shillings.&#160; The first had I/ more than [...]]]></description>
			<content:encoded><![CDATA[<p>Since my last post, I actually dug up one of my books with Carroll problems.&nbsp; I&#8217;ll present this one in Carroll&#8217;s own words and add a few notes:</p>
<p>Carroll writes:</p>
<p>&nbsp;&nbsp; Some men sat in a circle, so that each had 2 neighbours; and each had a certain number of shillings.&nbsp; The first had I/ more than the second, who had I/ more than the third, and so on.&nbsp; The first gave I/ to the second, who gave 2/ to the third, and so on, each giving I/ more than he received, as long as possible.&nbsp; There were then 2 neighbors, one of whom had 4 times as much as the other.&nbsp; How many men were there?&nbsp; And how much had the poorest man at first?</p>
<p>Notes:</p>
<p>A &#8216;/&#8217; is clearly to be read as a shilling and the &#8216;I&#8217; is to be read as 1.&nbsp; With that, I think the operations is clear.&nbsp; It is also clear that eventually someone will not be able to pass along 1 more shilling than he was passed, given the finite number of shillings in the game.&nbsp; When that state occurs, instead of passing that person retains the shillings he was just passed.&nbsp; We are then told that it is true that someone now holds 4 times as many shillings as one of his neighbors and are asked how many men there are and how many shillings the poorest of the group must have had to start.</p>
<p>&nbsp;</p>
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		<slash:comments>1</slash:comments>
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		<title>Yoak: Lewis Carroll, Colored Stones</title>
		<link>http://mathfactor.uark.edu/2009/08/yoak-lewis-carroll-colored-stones/</link>
		<comments>http://mathfactor.uark.edu/2009/08/yoak-lewis-carroll-colored-stones/#comments</comments>
		<pubDate>Fri, 14 Aug 2009 19:07:26 +0000</pubDate>
		<dc:creator>jyoak</dc:creator>
				<category><![CDATA[Authors]]></category>
		<category><![CDATA[Yoak]]></category>
		<category><![CDATA[math puzzles]]></category>

		<guid isPermaLink="false">http://mathfactor.uark.edu/?p=766</guid>
		<description><![CDATA[I&#8217;ve enjoyed several books by and about Lewis Carroll with puzzles, games and neat observations.&#160; I&#8217;m going to post a few here.&#160; Here&#8217;s a simple one with which to get started.
Suppose that I secretly flip a coin and place either a blank or white stone in a bag based on the result.&#160; I then put [...]]]></description>
			<content:encoded><![CDATA[<p>I&#8217;ve enjoyed several books by and about Lewis Carroll with puzzles, games and neat observations.&nbsp; I&#8217;m going to post a few here.&nbsp; Here&#8217;s a simple one with which to get started.</p>
<p>Suppose that I secretly flip a coin and place either a blank or white stone in a bag based on the result.&nbsp; I then put a white stone in the bag for two stones in total.&nbsp; I invite you to pull one stone out and it turns out that it is white.&nbsp; What is the chance that the other stone in the bag is also white?</p>
<p>&nbsp;</p>
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		<slash:comments>3</slash:comments>
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