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Problem 20 · The Defect’s 100th OrbPrint one blank worksheet now, download its PDF, or prepare a family or classroom packet.

Problem 20

The Defect’s 100th Orb

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The Defect’s 100th Orb

Complete to collectMoonstone CabochonLevel 3 · 4 Glints

The problem

In the game Slay the Spire, the Defect uses Orbs. For this puzzle, three full Orb slots are shown from left to right. When the slots are full, a new Orb enters on the left. The Orb on the right is Evoked and leaves; the other two Orbs shift right. The starting slots are Dark, Frost, Lightning. The Defect repeatedly channels Lightning, Frost, Dark, then repeats.

Starting slots

New Orb
Dark Frost Lightning
Evoked Orb
Repeated channel order: Lightning Frost Dark

Questions

On separate paper, record the first three slot states and your shortcut to channel 100.

  1. After the Defect channels Lightning, Frost, and Dark once, which Orbs were Evoked, in order? What is now in the three slots?

  2. The Defect keeps repeating the same channel order. Which Orb is Evoked on the 100th channel? Explain without drawing all 100 channels.

At a glance

About this problem

These tags show what the problem is about and the math you’ll use. Choose one to find similar problems.

Theme

Skills

Helpful first

Grade

Math area

Topics

Is this a good fit?

Before you choose this problem

A plain-language look at readiness, thinking, time, and the expected response.

Math readiness

Designed for Grade 3

Uses Early Grade 3 math.

Thinking

Stretch challenge

A nontrivial plan using familiar mathematical ideas.

Time & response

About 3–8 minutes

Light amount of written work · Short Explanation response.

How to support: Let the learner establish the short repeating state cycle before using the remainder of 100 divided by three.

How did it feel?

Pick the option that best matches this challenge. Recommendations use topic, math area, grade, story, and thinking challenge.

Keep exploring

Slay the Spire challenge 3 of 4

Technical reference

Rating, skills & curriculum

Designed for Grade 3 · Uses Early Grade 3 math · About 3–8 minutes

Grade 3 · Discrete mathematics and logic · Cycles and invariants

MJ 3.1 · C3 · W1

Precise MJD coordinates, factor scores, skill weights, calibration evidence, and curriculum crosswalks. This reference is available to everyone and is intentionally last.

Content level

MJ 3.1

Grades 3–5

Grade 3 progression · point 1

Likely range
MJ 3.0–3.2
Confidence
86%

Challenge

C3 · Stretch

A nontrivial plan using familiar mathematical ideas.

  • Method selection2
  • Reasoning depth2
  • Novelty2
  • Constraint management1
  • Proof or justification1

Workload

W1 · Light

A short response with only a few steps.

Active time
3–8 minutes · typically 5
Response
Short Explanation
Known-method steps
5
  • Mechanical execution1
  • Written output1
  • Representation production1
  • Bookkeeping1

Learning focus

Skills this problem practices

What a successful response demonstrates, with each skill’s share of the content rating.

  • Identify a position in a repeating cycle

    The learner can identify a position in a repeating cycle. The capability is credited only when the task makes that demand necessary for success.

    • Developing mastery
    • 100% focus
    • MJ 3.1 milestone

Readiness

Helpful prerequisites

Skills the rating assumes are already available to the learner.

  • Interpret a product as equal groups or a rectangular array

    The learner can interpret a product as equal groups or a rectangular array. This capability is distinct from mere exposure to or isolated use of Grade 2 arrays.

    • Developing readiness
    • Required
    • MJ 3.1 milestone

External alignment

Curriculum and standards crosswalks

Approved evidence-backed locations that support discovery. They do not define the MathJewels rating.

Common Core State Standards for Mathematics2010 · 1 location
Standards1 location · Representative: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.