I needed to turn this into a hands on problem to understand it. The easiest way to do that was to cut a square piece of paper to match the very last drawing including the placement of dots. Then I worked backwards to get to the first drawing. I started with a square and I really did end with a square similar to the first picture. There’s was still a problem, but I’ll let others figure out what it is for themselves first.

It makes a fantastic hands on investigation. By varying the angle of the lines crossing through the centre it affects the size of the missing piece. Advanced students can even use some trigonometry to devise a formula that relates the angle to the size of hole (and even the overall change in the puzzle size). Some configurations are more deceptive than others.

I needed to turn this into a hands on problem to understand it. The easiest way to do that was to cut a square piece of paper to match the very last drawing including the placement of dots. Then I worked backwards to get to the first drawing. I started with a square and I really did end with a square similar to the first picture. There’s was still a problem, but I’ll let others figure out what it is for themselves first.

It makes a fantastic hands on investigation. By varying the angle of the lines crossing through the centre it affects the size of the missing piece. Advanced students can even use some trigonometry to devise a formula that relates the angle to the size of hole (and even the overall change in the puzzle size). Some configurations are more deceptive than others.

Who would have thought there was so much to learn in a single puzzle!