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Squaring up J
OYCE MCDOUGALD (Letters, August 10) asks whether relationship between the progression and the squares in the Mensa mini-test (Feature, August 3) can be explained in simple terms. Well, probably not, but we shall have a go.
Without showing blocks of newsprint-consuming squares, probably the best DIY method of explaining the relationship is as follows.
Think of this in terms of squares (funnily enough). Now draw a ten x ten square grid and label the columns and rows one to ten starting from the bottom left.
The number of squares contained within a row and column of the same number represents the square of that number (eg there are 25 squares held within the boundary of row five and column five etc.).
Now for each progressive square (moving from one to ten) we are moving out one column to the right and moving one row up.
Hence, for each successive square in a series we have to add two (one square up and one square out) to whatever the previous additional figure would have been for reaching that square.
You should follow Stephen Lewis and try the full test, Joyce!
Richard Arthurs, Buckingham Court, York.
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