Problem 28 · KnightmarePrint one blank worksheet now, download its PDF, or prepare a family or classroom packet.
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Date

Knightmare

Complete to collectThe Knightmare ParaíbaUnique Jewel · 8 Glints

A chess knight moves through a glass cube divided into 8 × 8 × 8 = 512 rooms. Each room has an address (x, y, z), where x, y, and z are each whole numbers from 1 through 8.

In one move, the knight changes exactly two different coordinates: one changes by exactly 2, the other changes by exactly 1, and the third does not change. Each change may add or subtract. A destination counts only if all three of its coordinates remain from 1 through 8. Two moves count as different only when they land in different rooms.

A room’s move number is the number of different rooms the knight can reach from it in one move.

A transparent cube represents eight stacked 8 by 8 room layers. An address lock labels the x, y, and z coordinates from 1 through 8. A move decoder shows that a valid move changes the three coordinates by 2, 1, and 0 in some order. From room 4,4,4, room 6,3,4 is a valid destination, while 6,3,5 is not because all three coordinates change.
Use addresses to reason about the cube. You do not need to draw all 512 rooms.

Organize your cases and proof on separate paper.

  1. Determine every move number that occurs somewhere in the cube. Give at least one example room address for each move number you claim is possible.

  2. Determine how many of the 512 rooms have each possible move number. Which move number is most common?

  3. Prove that your classification is complete without checking 512 rooms one at a time. Your proof must explain why every room is covered, why no destination is counted twice, and why your room totals add to 512.

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.

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 6 · Grade 7

Uses Late Grade 5 math.

Thinking

Olympiad challenge

A sustained original strategy with several significant insights and proof.

Time & response

About 18–48 minutes

Heavy amount of written work · Investigation response.

How to support: The useful struggle is finding what makes two rooms equivalent for counting purposes. Ask what the cube’s walls change, but do not suggest a classification of coordinates.

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Technical reference

Rating, skills & curriculum

Designed for Grade 6 · Grade 7 · Uses Late Grade 5 math · About 18–48 minutes

Grade 6 · Grade 7 · Discrete mathematics and logic · Combinatorics

MJ 5.9 · C5 · W3

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 5.9

Grades 3–5

Grade 5 progression · point 9

Likely range
MJ 5.8–6.4
Confidence
78%

Challenge

C5 · Olympiad

A sustained original strategy with several significant insights and proof.

  • Method selection3
  • Reasoning depth3
  • Novelty3
  • Constraint management3
  • Proof or justification3

Workload

W3 · Heavy

Sustained mathematical work and a substantial written response.

Active time
18–48 minutes · typically 30
Response
Investigation
Known-method steps
30
  • Mechanical execution3
  • Written output3
  • Representation production3
  • Bookkeeping3

Learning focus

Skills this problem practices

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

  • Count outcomes systematically without omission or duplication

    The learner can count outcomes systematically without omission or duplication. This capability is distinct from mere exposure to or isolated use of tables, lists, multiplication principle.

    • Transfer mastery
    • 100% focus
    • MJ 4.8 milestone

Readiness

Helpful prerequisites

Skills the rating assumes are already available to the learner.

  • Graph and interpret ordered pairs in the first quadrant

    The learner can graph and interpret ordered pairs in the first quadrant. This capability is distinct from mere exposure to or isolated use of number lines; perpendicular axes.

    • Fluent readiness
    • Required
    • MJ 5.9 milestone
  • 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.

    • Fluent readiness
    • Required
    • MJ 3.4 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
Standard components1 location · Representative: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event.