Constructing a new 10-level labyrinth.


In this phase of the activity, the class will work together to ``build'' (mathematically) a 10-level labyrinth. Since there are 162 different 10-level labyrinths, this might be a labyrinth no one has ever seen before. Building a 12-level labyrinth goes exactly the same way, but takes more time to prepare and to draw. If you are short of time or space you can easily adapt these instructions to make an 8, or even a 6-level labyrinth.

The teacher will coordinate and record this activity.

Preparation: Teacher draws 11 slots on the board, and writes "0" in the first and "10" in the last.


     0                                       10.
    ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

Teacher draws a number-line with the points 0,1,..., 10 labeled.

      
    --+---+---+---+---+---+---+---+---+---+---+--
      0   1   2   3   4   5   6   7   8   9   10

Teacher reminds the class of the three conditions:

Producing the next number. "What do I put in this first slot?" Students will figure out that it has to be odd. Hold out for a fairly large one, like 7 or 9 (makes maze more interesting). When the number is decided on, write it in the slot and draw the corresponding segment in the appropriate place above the number-line. Go on to the next number, which will be even. When it is chosen, write it in its slot and draw the corresponding segment below the number-line. Suppose the first choice is 9, and the second choice is 4. then the number-line diagram will show

      
      _____________________________________
    --+---+---+---+---+---+---+---+---+---+---+--
      0   1   2   3   4   5   6   7   8   9   10
                      _____________________
Continue until all the slots are filled. For example, if the sequence chosen is
 0 9 4 7 6 5 8 1 2 3 10, 
then the number-line picture will be
              ____
          ____________________________
                          ____
                      _____________      
      _____________________________________
    --+---+---+---+---+---+---+---+---+---+---+--
      0   1   2   3   4   5   6   7   8   9   10
          _____       _____________________
                              _____
                          _____________
                  ______________________________

Getting stuck. Fairly often, there is no way to choose another number that is compatible with the rules. What has happened is that the class has found a smaller maze. If you want to keep it, you should renumber the entries to "count around" the unused numbers. Otherwise start over, or look at the number-line picture to see where a different choice would solve the problem. With a little experience, the teacher can see these problems coming and can "guide" the choices to avoid them.

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Tony Phillips
November 10 1997, corrected April 9 2017 (previously: "Teacher writes '1' in the first [slot] ...").