Problem 35 · Rook’s Halfway SignalPrint one blank worksheet now, download its PDF, or prepare a family or classroom packet.
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Rook’s Halfway Signal

Complete to collectEmerald CrystalLevel 2 · 4 Glints

Rook is tuning an observatory dial toward a target reading of 8. The dial starts at . After each pulse, its new reading is halfway between its current reading and 8:

This is a recurrence: a rule that uses the current value to make the next value. The subscript tells the step number, so is the reading after 3 pulses.

An observatory dial runs from 0 to a target of 8. A brass rook stands beside a pulse control marked current value to next value.
Each pulse makes one new reading.

A subscript is a step label, not multiplication. In , the tells which reading you have. The label means the next reading.

Practice rule:

Current: Substitute: Next:
Current: Substitute: Next:

Rook’s rule works the same way: use one known reading to make exactly one next reading.

Keep your values exact; fractions are welcome.

  1. Use the recurrence to complete the table.

    Reading Gap to the target
    00
    1
    2
    3
    4
    5
  2. Describe what happens to the gap after each pulse. Then write a rule for the gap after pulses.

  3. Find without calculating one at a time. Explain how the gap pattern helps.

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 9 · Grade 10

Uses HS DISC math.

Thinking

Standard challenge

The solver chooses and coordinates familiar methods.

Time & response

About 9–23 minutes

Moderate amount of written work · Short Explanation response.

How to support: This problem introduces a recurrence in plain language. The productive move is to compare each reading with the target; ask what changes by the same factor each time without naming that quantity for the learner.

Worksheet arc · Introduction · 1 of 5 on Complete arc

Edge of Escape

Introduce recurrence as a next-step rule and turn it into an explicit gap pattern.

Keep exploring

The Manyfold challenge 3 of 22

Technical reference

Rating, skills & curriculum

Designed for Grade 9 · Grade 10 · Uses HS DISC math · About 9–23 minutes

Grade 9 · Grade 10 · Discrete mathematics and logic · Algorithms and recursion

MJ HS:DISC.4 · C2 · W2

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 HS:DISC.4

High school

HS DISC · point 4

Likely range
MJ HS:DISC.3–HS:DISC.5
Confidence
84%

Challenge

C2 · Standard

The solver chooses and coordinates familiar methods.

  • Method selection1
  • Reasoning depth2
  • Novelty1
  • Constraint management1
  • Proof or justification1

Workload

W2 · Moderate

Several coordinated calculations, representations, or explanation steps.

Active time
9–23 minutes · typically 15
Response
Short Explanation
Known-method steps
14
  • Mechanical execution2
  • 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.

  • Define and analyze simple recursive processes and recurrence relations

    The learner can define and analyze simple recursive processes and recurrence relations. This capability is distinct from mere exposure to or isolated use of sequences; functions.

    • Developing mastery
    • 100% focus
    • MJ HS:DISC.4 milestone

Readiness

Helpful prerequisites

Skills the rating assumes are already available to the learner.

  • Add and subtract fractions and mixed numbers with unlike denominators

    The learner can add and subtract fractions and mixed numbers with unlike denominators. This capability is distinct from mere exposure to or isolated use of equivalent fractions.

    • Independent readiness
    • Required
    • MJ 5.3 milestone
  • Multiply a fraction or whole number by a fraction

    The learner can multiply a fraction or whole number by a fraction. This capability is distinct from mere exposure to or isolated use of fraction of a quantity.

    • Independent readiness
    • Required
    • MJ 5.4 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
Standards1 location · Representative: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★