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The travelling puzzle carriage
Casework
You do not have to know which possibility is right before you begin.
Before the visitors arrive, a railway carriage becomes a place to try ideas.
Mina unrolls a banner. Arjun is preparing games for their travelling puzzle workshop. Today the carriage is parked at a festival. CKRobi is their coach.
Arjun “I can see several things we could try. I don’t know which one will work.”
CKRobi “What could you find out about one possibility?”
Mina “We could follow it through, then keep track of what we know.”
The workshop and its game rules are invented for this story. The reasoning is something you can use whenever a few possibilities need sorting out.
CKSTEM Thinking CompassStuck? Find your next move.
You don’t need the whole route yet. Start with one useful move, then notice what it tells you.
What do you know for certain? What are you trying to find?
After checking your steps against every clue, choose your own check:
Ready to explore.
The direction reflects your self-check. Use the lesson’s answer and reasoning to check further when you are ready.
A badge behind a door
The opening game has three lockers labelled A, B and C. Exactly one badge is in exactly one locker.
There are three clue cards:
The badge is not in A.
The badge is in A.
The badge is not in B.
The game promises that exactly one card is true. The other two are false on purpose.
Which locker contains the badge? Explain why each other locker cannot fit the promise.
CKSTEM Thinking CompassPlan and check your reasoning.
Which locker contains the badge? Explain why each other locker cannot fit the promise.
A badge behind a door
The opening game has three lockers labelled A, B and C. Exactly one badge is in exactly one locker.
There are three clue cards:
The badge is not in A.
The badge is in A.
The badge is not in B.
The game promises that exactly one card is true. The other two are false on purpose.
ABadge inside?
BBadge inside?
CBadge inside?
The labels name hiding places. The three clue cards are statements to test, not three different badges.
You don’t need the whole route yet. Start with one useful move, then notice what it tells you.
What do you know for certain? What are you trying to find?
After checking your steps against every clue, choose your own check:
Ready to explore.
The direction reflects your self-check. Use the lesson’s answer and reasoning to check further when you are ready.
ABadge inside?
BBadge inside?
CBadge inside?
The labels name hiding places. The three clue cards are statements to test, not three different badges.A question to help me begin
Try one possible hiding place. What would each card say about that place?
Show the answer and reasoning: the badge
Answer: The badge is in B. A and C would each make two cards true, breaking the promise.
Test each case
Suppose the badge is in A. Follow what that would mean for all three cards. Then start afresh with B, and again with C. Supposing a place does not let us change a clue to make it fit.
Suppose ACard 1: FalseCard 2: TrueCard 3: True
2 true · Fails
Suppose BCard 1: TrueCard 2: FalseCard 3: False
1 true · Fits
Suppose CCard 1: TrueCard 2: FalseCard 3: True
2 true · Fails
Each case starts with one possible locker and keeps all three card statements unchanged.
Mina “A makes card two true. That looks promising.”
CKRobi “How does that possibility fit the whole promise?”
Arjun “Card three would be true as well. We need exactly one, so A fails.”
Check B: “not in A” is true, “in A” is false, and “not in B” is false. Exactly one is true. A, B and C are every possible hiding place, and only B passes.
A shorter route is valid too. The first two cards say exact opposites, so exactly one of them is already true. Card three must therefore be false: the badge is in B. The case table makes the same reasoning visible one possibility at a time.
Casework
Separate the possibilities into a few useful cases. In each case, ask what must follow, then check it against the original problem.
Cover. Could an allowed possibility fall outside my cases?
Follow. What does this case force? What is still undecided?
Conclude. Have I found one answer, every answer, or a reason none can work?
This helps when choices interact and a direct deduction is hard to see. Choose a split that makes the remaining work simpler. If a short direct argument already settles the question, use it.
In Fix one choice, holding a route fixed helped organise a rover’s settings. Here we will develop that move further.
What did the failed attempt rule out?
Arjun must display all 18 poster cards, using either 2 rows or 3 rows. Every row must contain the same positive whole number of cards, with at most 8 cards in a row. No cards may be left over.
He tries 3 rows of 5, gets only 15 cards, and crosses out “3 rows”.
Was he right to reject all three-row arrangements? Find the row choice that works and its cards per row. Explain why the other row choice cannot work.
Supplied attempt: 3 rows of 5 = 15 cards
This attempt leaves three of the eighteen cards unused. It is an attempt inside the three-row case.Try with the CKSTEM Thinking Compass
Interactive checking needs JavaScript. The complete question and worked answer remain available.
Was he right to reject all three-row arrangements? Find the row choice that works and its cards per row. Explain why the other row choice cannot work.
What did the failed attempt rule out?
Arjun must display all 18 poster cards, using either 2 rows or 3 rows. Every row must contain the same positive whole number of cards, with at most 8 cards in a row. No cards may be left over.
He tries 3 rows of 5, gets only 15 cards, and crosses out “3 rows”.
Supplied attempt: 3 rows of 5 = 15 cards
This attempt leaves three of the eighteen cards unused. It is an attempt inside the three-row case.
Your answer
Enter the working arrangement. Explain why the other whole case fails and why the failed attempt did not reject all three-row displays.
These quantities fit. Check the working arrangement. Explain why the other whole case fails and why the failed attempt did not reject all three-row displays.
Break it into steps
Step 1 of 3
How many cards per row are forced in the two-row case?
Eighteen divided by two is nine, above the limit of eight. A failed three-by-five attempt does not reject the whole three-row case.
Step 2 of 3
What is your answer for Rows?
Rows: 3. Compare this quantity with the complete worked reasoning; the number alone does not check your argument.
Step 3 of 3
What is your answer for Cards per row?
Cards per row: 6. Compare this quantity with the complete worked reasoning; the number alone does not check your argument.
You have worked through these help steps. Return to Your answer when you are ready, and check every original clue.
Show the answer and reasoning: the posters
Answer:No. Use 3 rows of 6 cards. Two equal rows would need 9 cards each, exceeding the limit of 8.
The attempt used the wrong number of cards per row. It did not show that every three-row arrangement fails. Once we choose three equal rows, the total forces \(18\div3=6\) cards in each.
2 rows force 9 each
18 used, but 9 exceeds the limit of 8.
3 rows force 6 each
18 used, with no row above 8.
The same-size small cards show both complete equal-row cases. Only the three-row case meets the per-row limit.
Check: \(3\times6=18\), the rows are equal and \(6\leq8\). In the two-row case, using all 18 forces \(18\div2=9\). There is no different equal two-row size that uses all the cards.
Reject a whole case only when its conditions cannot all hold. A failed attempt may leave another choice inside that same case.
A number display worth investigating
The display uses digit tiles 1, 4 and 7, each exactly once. Two tiles make a two-digit number. The remaining tile is a one-digit multiplier.
What is the greatest possible product? Give every winning arrangement, showing the two-digit number and the one-digit multiplier in their different roles.
Available tiles
147
Two-digit number × remaining digit
??×?
Neighbouring slots form one two-digit number. Each tile must fill exactly one slot.Try with the CKSTEM Thinking Compass
Interactive checking needs JavaScript. The complete question and worked answer remain available.
What is the greatest possible product? Give every winning arrangement, showing the two-digit number and the one-digit multiplier in their different roles.
A number display worth investigating
The display uses digit tiles 1, 4 and 7, each exactly once. Two tiles make a two-digit number. The remaining tile is a one-digit multiplier.
Available tiles
147
Two-digit number × remaining digit
??×?
Neighbouring slots form one two-digit number. Each tile must fill exactly one slot.
Your answer
List every winning factor arrangement in the stated roles, then give the greatest product. Add or remove rows as needed. Explain completeness separately.
The complete factor set and greatest product fit. Check all multiplier cases.
Break it into steps
Help step 1
What is the best product in the multiplier-four case?
The positive multiplier makes the larger two-digit factor better: seventy-one times four is 284. Compare this winner with both other multiplier cases.
You have worked through these help steps. Return to Your answer when you are ready, and check every original clue.
Show the answer and reasoning: the display
Answer:\(41\times7=287\). This is the only winning assignment of tiles to those roles.
Fix one choice
There are three possible multiplier tiles. Hold one fixed. Then the two remaining digits can make just two two-digit numbers.
Arjun “If I keep the multiplier at four, I still have seventeen or seventy-one.”
CKRobi “How could you decide which result to keep for that case?”
Mina “Four is positive. The larger two-digit number gives the larger product, so keep seventy-one times four.”
The larger remaining digit belongs in the tens place. For each fixed positive multiplier, that gives the best product in its case.
Keep multiplier 1
74×1=74
Keep multiplier 4
71×4=284
Keep multiplier 7
41×7=287
For each positive fixed multiplier, the larger of the two possible numbers gives that case’s winner.
Now compare the three case winners. The greatest is 287.
Why is the search complete? Every legal display has multiplier 1, 4 or 7. In each case we kept its larger product. No discarded arrangement can beat its own case winner, and no other multiplier is available.
Check: 41 uses 4 and 1; its multiplier uses the remaining 7. Each tile appears once. The other case winners are 74 and 284, both smaller. Calculating all six legal products would also work; fixing one choice reduces the comparison to three justified winners.
Souvenir packs for the carriage
There are six sticker designs: Train, Star, Moon, Leaf, Wave and Sun. A pack contains exactly three different designs. Order does not matter.
A pack must contain Train or Star, or both. Moon and Leaf cannot be in the same pack. A pack containing Sun must also contain Star.
How many different packs are allowed? Name every pack once. Choose cases that cover all allowed packs without overlap, and explain how your list is complete.
Train
Star
Moon
Leaf
Wave
Sun
Six available designs. Choose three different designs; the complete compatibility rules are in the question.A question to help me begin
Which yes-or-no feature could divide the packs into two lists that cannot overlap? Within a list, what choices remain?
Try with the CKSTEM Thinking Compass
Interactive checking needs JavaScript. The complete question and worked answer remain available.
How many different packs are allowed? Name every pack once. Choose cases that cover all allowed packs without overlap, and explain how your list is complete.
Souvenir packs for the carriage
There are six sticker designs: Train, Star, Moon, Leaf, Wave and Sun. A pack contains exactly three different designs. Order does not matter.
A pack must contain Train or Star, or both. Moon and Leaf cannot be in the same pack. A pack containing Sun must also contain Star.
Train
Star
Moon
Leaf
Wave
Sun
Six available designs. Choose three different designs; the complete compatibility rules are in the question.
Your answer
Enter the count. Also name every pack and explain why your chosen cases and internal lists cover everything once.
These quantities fit. Check the count. Also name every pack and explain why your chosen cases and internal lists cover everything once.
Break it into steps
Step 1 of 2
How many allowed packs contain Train?
Train-present packs are TSM, TSL, TSW, TSU, TMW and TLW, where W is Wave and U is Sun. There are six. The Train-absent case still needs its own full list.
Step 2 of 2
What is your answer for Allowed pack count?
Allowed pack count: 11. Compare this quantity with the complete worked reasoning; the number alone does not check your argument.
You have worked through these help steps. Return to Your answer when you are ready, and check every original clue.
Show the answer and reasoning: the packs
Answer:11 packs. With Train: Train–Star–Moon, Train–Star–Leaf, Train–Star–Wave, Train–Star–Sun, Train–Moon–Wave and Train–Leaf–Wave. Without Train: Star–Moon–Wave, Star–Moon–Sun, Star–Leaf–Wave, Star–Leaf–Sun and Star–Wave–Sun.
Arjun “Listing packs with Train and then packs with Star would repeat every pack containing both.”
CKRobi “How could you change the split so that no pack belongs to both parts?”
Mina “Train present or Train absent. In the absent case, Star has to be there. Then I can order the two remaining designs.”
Casework uses Train present and Train absent. Every pack has exactly one of those states. The second case forces Star; the first still allows it. This removes overlap without discarding packs that contain both.
An overlapping split
Train–Star–Wave would be in both “Train present” and “Star present”.
A disjoint split
Train present / Train absent cannot overlap.
The feature defining a case must let you explain both coverage and overlap. No pack selections have been discarded just because the first split was awkward.
Make an organized list
Keep the design order Train, Star, Moon, Leaf, Wave, Sun. In each case, fix the earlier remaining design and try every later partner. Cross out a pair if it uses Moon with Leaf, or uses Sun without Star. A rule inside a case can reject a pair; it cannot justify skipping other pairs.
Train present · 6 packs
Train+Star+Moon
Train+Star+Leaf
Train+Star+Wave
Train+Star+Sun
Train+Moon+Wave
Train+Leaf+Wave
Train absent · 5 packs
Star+Moon+Wave
Star+Moon+Sun
Star+Leaf+Wave
Star+Leaf+Sun
Star+Wave+Sun
Partner choices are in the stated design order. The complete two-case list contains eleven different packs, with no forbidden Moon–Leaf pair or unsupported Sun.
Check: six Train-present packs and five Train-absent packs give \(6+5=11\). Every listed pack has three different designs, includes Train or Star, avoids Moon with Leaf and includes Star whenever Sun occurs. The cases cannot overlap, and the ordered partner lists include every possible pair inside each case.
A direct list of all twenty three-design selections and a check of each is valid too. The chosen split makes the Star requirement automatic in one whole part and keeps the no-repeat argument visible.
The final workshop record
The puzzle tables are ready. One kit record is missing its plan letter and group sizes. Mina wants to rebuild it from the information that remains.
There are two nonempty groups, Sun and Moon, with whole numbers of children. Moon has 4 more children than Sun. All the children fill complete rows of 4 seats, with no empty seats or children left over. The groups may share a row.
The kit contains exactly 144 identical counters. The kit used one of these plans. Its plan accounts for every counter: counters given to children plus the stated spare counters.
Plan A: 2 counters per Sun child and 2 per Moon child, with 1 counter spare.
Plan B: 3 per Sun child and 5 per Moon child, with 4 spare.
Plan C: 4 per Sun child and 2 per Moon child, with 4 spare.
Find the plan, the number of children in each group, the total number of children and the number of complete rows. Explain why neither other plan fits all the clues.
Plan A
Sun: 2 per child
Moon: 2 per child
Spares: 1
Plan B
Sun: 3 per child
Moon: 5 per child
Spares: 4
Plan C
Sun: 4 per child
Moon: 2 per child
Spares: 4
144 counters altogether · Moon has 4 more children
????
4 children in each row · number of rows unknown
The rates and spares are given. The missing plan, group sizes and number of rows still need to be found.Try with the CKSTEM Thinking Compass
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Find the plan, the number of children in each group, the total number of children and the number of complete rows. Explain why neither other plan fits all the clues.
The final workshop record
The puzzle tables are ready. One kit record is missing its plan letter and group sizes. Mina wants to rebuild it from the information that remains.
There are two nonempty groups, Sun and Moon, with whole numbers of children. Moon has 4 more children than Sun. All the children fill complete rows of 4 seats, with no empty seats or children left over. The groups may share a row.
The kit contains exactly 144 identical counters. The kit used one of these plans. Its plan accounts for every counter: counters given to children plus the stated spare counters.
Plan A: 2 counters per Sun child and 2 per Moon child, with 1 counter spare.
Plan B: 3 per Sun child and 5 per Moon child, with 4 spare.
Plan C: 4 per Sun child and 2 per Moon child, with 4 spare.
Plan A
Sun: 2 per child
Moon: 2 per child
Spares: 1
Plan B
Sun: 3 per child
Moon: 5 per child
Spares: 4
Plan C
Sun: 4 per child
Moon: 2 per child
Spares: 4
144 counters altogether · Moon has 4 more children
????
4 children in each row · number of rows unknown
The rates and spares are given. The missing plan, group sizes and number of rows still need to be found.
Your answer
Enter the group and seating counts. Also name the plan and rule out both other plans against all clues.
These quantities fit. Check the group and seating counts. Also name the plan and rule out both other plans against all clues.
Break it into steps
Step 1 of 5
How many children altogether would plan B force?
Plan B forces fifteen Sun and nineteen Moon children. Thirty-four children do not fill complete rows of four, even though the counters fit.
Step 2 of 5
What is your answer for Sun children?
Sun children: 22. Compare this quantity with the complete worked reasoning; the number alone does not check your argument.
Step 3 of 5
What is your answer for Moon children?
Moon children: 26. Compare this quantity with the complete worked reasoning; the number alone does not check your argument.
Step 4 of 5
What is your answer for Total children?
Total children: 48. Compare this quantity with the complete worked reasoning; the number alone does not check your argument.
Step 5 of 5
What is your answer for Rows?
Rows: 12. Compare this quantity with the complete worked reasoning; the number alone does not check your argument.
You have worked through these help steps. Return to Your answer when you are ready, and check every original clue.
Show the answer and reasoning: the complete record
Answer:Plan C, with 22 Sun children and 26 Moon children: 48 children in 12 complete rows. A fails the counter total; B fails the seating condition.
Casework gives three possible plans to investigate. A plan only survives if its group sizes, counter total and seating all fit.
Use even and odd
Plan A gives every child a pair of counters. Those pairs total an even number. Adding its one spare gives an odd number, whatever the group sizes. It cannot make the even total 144. This rejects the whole plan without trying headcounts.
Use a variable
For B and C, the group counts are unknown but cannot vary independently. Name the Sun count and preserve the four-child difference in every counter expression; checking unrelated guesses would repeatedly lose that link.
Write it with a variable
B and C give different amounts to the two groups. We need to keep both unknown group sizes connected. Let \(n\) mean the number of Sun children. Then \(n+4\) is the number of Moon children. The same letter keeps the same meaning throughout.
In Plan B, \(3n\) counts the Sun counters, \(5(n+4)\) counts the Moon counters, and 4 counts the spares. The whole Moon count is multiplied by five.
Plan B · counters must total 144
\(3n\)Sun counters
+
\(5(n+4)\)Moon counters
+
\(4\)Spare counters
Plan C · counters must total 144
\(4n\)Sun counters
+
\(2(n+4)\)Moon counters
+
\(4\)Spare counters
Each card names a contribution to the counter total. Card widths are labels, not a scale of the unknown amounts.
All counters must be accounted for, so Plan B would require:
That would mean 15 Sun and 19 Moon children: 34 altogether. The counters fit, but the seats do not. Eight complete rows hold 32, leaving two children. Reject B using the original seating clue.
For Plan C the counter equation changes, while the meaning of \(n\) stays fixed:
Now Sun has 22 children and Moon has \(22+4=26\). That makes \(22+26=48\), which fills \(48\div4=12\) rows.
S = Sun childM = Moon child
SSSSSSSSSSSSSSSSSSSSSSMMMMMMMMMMMMMMMMMMMMMMMMMM
One seating witness: five all-Sun rows, one mixed row and six all-Moon rows. Every row has four children; the groups are allowed to share a row.
Arjun “Plan B accounted for every counter. I nearly stopped there.”
CKRobi “What does the complete record still have to explain?”
Mina “The seats too. C fits both groups, all the counters and twelve full rows.”
Check C: the groups are nonempty whole counts and \(26-22=4\). The counters total:
\[4\times22+2\times26+4\]\[=88+52+4=144\]
Finally, \(12\times4=48\) seats hold all 48 children. Every clue is satisfied.
Why only this record? A always has the wrong parity. B’s equation forces its only possible Sun count, 15, which fails seating. C’s equation forces 22, which works. In each equation increasing the Sun count increases the total, so a second Sun count cannot give 144. The three plans cover all allowed choices.
How the tools fit: Casework keeps the competing plans separate. Even/odd reasoning excludes all of A at once. Use a variable connects the two group sizes so we can test B and C completely. You could reason in words about matched Sun–Moon pairs instead; the letter is useful bookkeeping for the relationships, rather than a new rule to memorise.
Revisit Use even and odd to test a necessary condition. Passing it alone does not prove every clue fits.
A carriage with another purpose
Some railway carriages once held travelling post offices. Postal workers sorted letters while the train moved, getting mail ready for different destinations.
Our imagined carriage carries games instead. A familiar space can have a new purpose—and one thinking tool can help in very different situations.
Your turn
Try these before opening the answers. Decide what your cases cover and what each result really establishes.
A changed promise
A separate game again hides exactly one badge in one of A, B or C. Its cards say: 1: in A; 2: in B; 3: in A or B. Here “or” includes either named place.
Now exactly two cards are true.
Find every locker that fits. Do the cards determine one unique hiding place?
CKSTEM Thinking CompassPlan and check your reasoning.
Find every locker that fits. Do the cards determine one unique hiding place?
A changed promise
A separate game again hides exactly one badge in one of A, B or C. Its cards say: 1: in A; 2: in B; 3: in A or B. Here “or” includes either named place.
Now exactly two cards are true.
You don’t need the whole route yet. Start with one useful move, then notice what it tells you.
What do you know for certain? What are you trying to find?
After checking your steps against every clue, choose your own check:
Ready to explore.
The direction reflects your self-check. Use the lesson’s answer and reasoning to check further when you are ready.
Show the answer and reasoning: the changed promise
Answer:A or B. The hiding place is not unique.
At A the cards are true, false, true; at B they are false, true, true. Both give exactly two truths. At C all three are false, so C fails.
Check: all three locations were tested. Finding A does not justify stopping before B. The first two cards are incompatible, but are not exact opposites: they can both be false at C.
A walk with optional pauses
A child starts at 14:00. Walking takes 12 minutes. They may take 0, 1 or 2 pauses, each lasting 4 minutes. There are no other delays. They must arrive on or before 14:13.
Which pause counts are allowed by the deadline? Give the arrival time for every count that works.
Try with the CKSTEM Thinking Compass
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Which pause counts are allowed by the deadline? Give the arrival time for every count that works.
A walk with optional pauses
A child starts at 14:00. Walking takes 12 minutes. They may take 0, 1 or 2 pauses, each lasting 4 minutes. There are no other delays. They must arrive on or before 14:13.
Your answer
List every pause count that meets the deadline together with its arrival time. Use 24-hour h:mm. Check every permitted pause count.
The complete working-count/arrival set fits. Explain why every other permitted count misses the deadline.
Break it into steps
Help step 1
How many minutes does one-pause walking take?
Twelve walking minutes plus one four-minute pause is sixteen, later than the thirteen-minute allowance. Also test the explicitly permitted zero-pause case.
Help step 2
At what 24-hour time would the zero-pause case arrive?
14:00 plus twelve walking minutes is 14:12. Compare it with the deadline; then test the other counts too.
You have worked through these help steps. Return to Your answer when you are ready, and check every original clue.
Show the answer and reasoning: the walk
Answer:0 pauses only, arriving at 14:12.
The three cases take 12, 16 and 20 minutes: arrivals 14:12, 14:16 and 14:20. Only the first is on or before 14:13.
Check: zero is explicitly allowed. Leaving out the no-pause case would lose the only working option.
A zero on the display
Use digit tiles 0, 3 and 7 exactly once. Make a two-digit number times the remaining one-digit multiplier. The two-digit number cannot start with 0. The multiplier may be 0, but the required product must be positive.
Find the greatest positive product and every winning arrangement of the two factors in their stated roles.
Try with the CKSTEM Thinking Compass
Interactive checking needs JavaScript. The complete question and worked answer remain available.
Find the greatest positive product and every winning arrangement of the two factors in their stated roles.
A zero on the display
Use digit tiles 0, 3 and 7 exactly once. Make a two-digit number times the remaining one-digit multiplier. The two-digit number cannot start with 0. The multiplier may be 0, but the required product must be positive.
Your answer
List every winning factor arrangement, keeping the two-digit factor and multiplier in their stated roles, then give the greatest positive product. Explain both zero restrictions.
The complete winning set and product fit. Explain why no other allowed arrangement is better.
Break it into steps
Help step 1
What product comes from using zero as the multiplier?
Multiplying by zero gives zero, so this case fails the positive-product requirement. Keep the leading-zero rule for the other cases.
You have worked through these help steps. Return to Your answer when you are ready, and check every original clue.
Show the answer and reasoning: the zero tile
Answer:210, in two winning arrangements: \(70\times3\) and \(30\times7\).
Fix the multiplier. With 0, every product is zero, so fails “positive”. With 3, the other digits must form 70 because 07 is not a two-digit number. With 7, they must form 30 because 03 is not allowed. Both surviving products are 210.
Check: both displays use every tile once, start with a nonzero digit and have a positive product. All three multiplier cases were covered. The greatest value is unique, but the winning arrangement is not.
A separate two-sticker pack
A separate pack has exactly two stickers, chosen from Train, Star, Moon and Leaf. For this separate problem, the same design may be chosen twice. Order still does not matter. Every pack must have at least one Train or Star; both are allowed.
How many different packs are now allowed? Name every pack once.
Try with the CKSTEM Thinking Compass
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How many different packs are now allowed? Name every pack once.
A separate two-sticker pack
A separate pack has exactly two stickers, chosen from Train, Star, Moon and Leaf. For this separate problem, the same design may be chosen twice. Order still does not matter. Every pack must have at least one Train or Star; both are allowed.
Your answer
Enter the count for this separate two-sticker task. List all packs and explain its changed repetition rule.
These quantities fit. Check the count for this separate two-sticker task. List all packs and explain its changed repetition rule.
Break it into steps
Step 1 of 2
How many allowed two-sticker packs contain Train when repeats are allowed?
Train–Train, Train–Star, Train–Moon and Train–Leaf are the four. Without Train, keep Star and list its remaining choices once.
Step 2 of 2
What is your answer for Changed-rule pack count?
Changed-rule pack count: 7. Compare this quantity with the complete worked reasoning; the number alone does not check your argument.
You have worked through these help steps. Return to Your answer when you are ready, and check every original clue.
Show the answer and reasoning: repeated designs
Answer:7 packs: Train–Train, Train–Star, Train–Moon, Train–Leaf, Star–Star, Star–Moon and Star–Leaf.
Train-present gives four partners, including Train itself. Train-absent forces Star, whose possible partners are Star, Moon and Leaf: three more. These cases cannot overlap.
Check: \(4+3=7\). Every pack meets this task’s own rules. Without repetition, the five pairs would be Train–Star, Train–Moon, Train–Leaf, Star–Moon and Star–Leaf. Allowing repetition adds Train–Train and Star–Star.
Why was each case kept or ruled out?
The workshop is ready. Mina has not just found choices that work; she can explain what happened to the other choices.
When you are stuck, follow one permitted possibility far enough to learn something. Then ask whether it was one attempt or a whole case, whether your cases cover everything, and whether the problem asks for one answer or all of them.
The next useful move may be Write it with a variable: keep linked unknown quantities clear while you investigate.