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Lesson 8The Yellow Edges
How To Solve The Rubik's® Cube Instructional Curriculum
The Yellow EdgesStandardS & SkillS: Lesson 8 (For complete detailS, See StandardS & SkillS Book)
common core national
Kindergarten K.g.1 - names of shapes number and operations• understand and represent common fractions
algebra• sort, classify, and order objects by properties
• recognize and describe patterns
• analyze how patterns are generated
• use concrete and pictorial representations to understand symbolic notation
geometry• create mental images of geometric shapes
• recognize shapes from different perspectives
• relate ideas in geometry
• recognize geometric shapes in the environment
• recognize and apply slides, flips, and turns
• recognize and create symmetry
data and analysis• sort and classify objects according to their attributes
grade 1 1.g.1 - defining attributes of shapes
grade 2 2.md.7 - telling time
grade 3 3.md.1 - telling time Number aNd OperatiONs• uNderstaNd fractiONs as parts Of uNit whOles
GeOmetry• ideNtify attributes Of twO- aNd three- dimeNsiONal Objects; develOp
vOcabulary tO describe the attributes
• describe Objects aNd patterNs
• recOGNize GeOmetric ideas aNd apply them iN the classrOOm aNd every day life
• describe the results Of slidiNG, slippiNG aNd turNiNG shapes
• ideNtify liNe aNd rOtatiONal symmetry
grade 4 4.g.1 - identify angles, perpendicular and parallel lines in two- dimensional figures
grade 5
grade 6 GeOmetry • recOGNize aNd apply GeOmetric idea Outside the mathematics classrOOm
• describe shapes uNder traNsfOrmatiONs such as flips, turNs, aNd slides
• examiNe liNe Or rOtatiONal symmetry Of Objects
measuremeNt• uNderstaNd bOth metric aNd custOmary systems Of measuremeNt
• select apprOpriate uNits tO measure perimeter, area, surface area, aNd vOlume
How to soLve tHe Rubik's Cube
Lesson 8 - tHe YeLLow edges
1
Contents:Overview & Objectives ..............................................2whOle class lessON ..........................................................3
Review - The Yellow Corners, Lesson 7 ..........3 Lesson Vocabulary ............................................3Lesson Focus ......................................................4Differentiation - Leveled Group Activities .......6 Lesson Review ...............................................14Lesson Extension ............................................16Trivia & Evaluation ........................................16At Home Connection ..................................... 17
pOwerpOiNt ............................................................ 18
The Yellow EdgesLesson 8
Acknowledgments:The "How to Solve the Rubik's Cube" lesson plans are intended as a comprehensive instructional guide for teachers and educators based on the You CAN Do The Rubik's Cube solution guide. We wish to thank all our friends in the Rubik's community for their support and inspiration.
21St century learning SkillS: for complete details, see standards & sKills booK
About the Author: Amber Baur has been an educator and math coach in Southern California since 2003. She is a certified GATE teacher with a Master of Education in Cross-Cultural Teaching.
learning & innovation sKills:• Creativity and Innovation• Critical Thinking and Problem Solving• Communication and Collaboration
life & career sKills:• Flexibility and Adaptability• Initiative and Self Direction• Social and Cross-Cultural Skills• Productivity and Accountability• Leadership and Responsibility
media literacy:• Information Literacy
Published by:Rubiks Brand Ltd.7 Lambton PlaceLondon W11 2SHEngland
You CAN Do the Rubik's Cube
hOw tO sOlve the rubik's cube iNstructiONal curriculum by Amber Baurin collaboration with Susan Seider
Second Edition, revised and updated.Copyright © 2014, Rubiks Brand, Ltd., London, England
©1974 Rubik’s® Used under licence Rubiks Brand Ltd. All rights reserved.
Lesson oveRview
This lesson focuses on solving the YELLOW edges, which is the last step to solving the Rubik's Cube.
soLution guide
This lesson correlates with PART B of the You CAN do the Rubik’s Cube Solution Guide.
goaL
Materials
objeCtives
By the end of the class period, students will be able to:
• Solve the YELLOW edges.
• Correctly position the cube with regard to image matching of the YELLOW edges.
• Apply the knowledge of clockwise and counter-clockwise movements.
2
The Yellow EdgesThis lesson can be combined with Lesson 7 - The Yellow Corners.
If you are teaching Lesson 7 - The Yellow Corners and Lesson 8 - The Yellow Edges as one lesson, follow the prompts in the gray boxes.
PP2
Lesson 8
Less
onCLoCkwise and CounteR-CLoCkwise
Tell students:
Each student should have a cube with the BOTTOM layer, MIDDLE layer, YELLOW face solved.
3
PP3
The Yellow Edges
If you are teaching Lesson 7- The Yellow Corners and Lesson 8 - The Yellow Edges as one lesson, skip the Review from The Yellow Corners and begin with Lesson Vocabulary.
wHoLe CLass Lesson
review From "the yellow cornerS"
ReviewTell students:
• Find a face (other than the YELLOW or WHITE face) that has matching TOP layer corners:• Twist the UP face until two horizontal corners (shown as AB or CD) match
the center piece color on all three faces.
• Position the cube so that the matching horizontal corners are on the BACK layer.
• If you do not have two horizontal corners matching on the TOP layer:
• Twist the UP face until one set of diagonal corners (shown as AD or BC) match with the center piece color on all three faces.
• When the matching TOP layer horizontal corners or diagonal corners are in the correct position:• Follow the algorithm to solve for all the TOP layer corners.
If you are teaching Lesson 7 - The Yellow Corners and Lesson 8 - The Yellow Edges as one lesson, continue from Lesson 7 - The Yellow Corners beginning with Lesson Vocabulary below.
leSSon vocaBulary
Clockwise Counter-Clockwise
The way the hands on the clock move The opposite way the hands on the clock move
PP3
PP5 PP4
Lesson 8
Lesson
4
The Yellow EdgesleSSon FocuSEach student should have a cube with the BOTTOM layer, MIDDLE layer, YELLOW face and YELLOW corners solved.
With the YELLOW face (completed) facing UP:
Tell students:
• Make sure all the corners are in the correct position.
• Find the face (other than the YELLOW or WHITE face) that is completely solved.
• Put the solved face as the BACK face.
• If you do not have a solved face, choose any face as the BACK face and complete one of the algorithms:
OR
Ask students: Raise hand when they have a solved face as the BACK face.Check for accuracy.
• With the WHITE face as the DOWN face, the YELLOW face as the UP face and the other solved face as the BACK face, look at the edge pieces on the TOP layer.
• Decide whether the remaining three unsolved edge pieces should move clockwise along the TOP layer to solve the cube or counter-clockwise to solve the cube.
• If the three edges on the TOP layer should move clockwise (toward the RIGHT face):• E to F, F to G, G to E, then follow the algorithm:
• If the three edges on the TOP layer should move counter-clockwise (toward the LEFT face):• E to G, G to F, F to E, then follow the algorithm:
• The algorithm for clockwise or counter-clockwise may need to be done twice to position the YELLOW edges on the correct faces.
PP7
PP6
PP8
Lesson 8
Less
on
goaLTell students to examine their cube:• To be sure ALL faces are solved.• To be sure the RED face is opposite the ORANGE face.• To be sure the BLUE face is opposite the GREEN face.• To be sure the YELLOW face is opposite the WHITE face.
CongRatuLations! tHe YeLLow edges Have been aCHieved!
You CAN do tHe Rubik's Cube
tRoubLesHooting• Occasionally, solving the YELLOW edges will not solve the cube completely.
• It may solve each of faces of each layer, but the TOP layer will not match the MIDDLE layer or BOTTOM layer.
• If the TOP layer does not match the other layers, twist the TOP layer until all faces are complete.
PP9
5
PP10
The Yellow Edges
PP11
Lesson 8
Differentiation Activities
Based on your observations and background knowledge of students, divide students into small groups according to the groups below. Within each of the leveled groups, students may be further divided into pairs or mini-groups. The groups should be flexible. Students can move in and out of the leveled groups based on their understanding and mastery of activities within each level. Depending on the number of students, there may be multiple groups within each level. The lettered levels are meant to differentiate activities, not to maintain only four groups.
• M – Modify the lesson for understanding (Individual or Pairs Suggested) Use Appendix 8.M
Students in this group should:• Need some assistance with clockwise and counter-clockwise direction.• Be familiar with using algorithms.• Be familiar with the ¼ turns and letter representations.
• A – Apply the lesson to repeated practice (Groups or Pairs Suggested) Use Appendix 8.A
Students in this group should:• Be able to solve the YELLOW Corners consistently.• Be able to work well with others.• Understand clockwise and counter-clockwise direction.
• T – Re-Teach the lesson for mastery (Pairs Suggested) Use Appendix 8.T
Students in this group should:• Be familiar with using algorithms.• Need help with image matching and understanding clockwise/counter-clockwise direction.
• H – Higher level learning for enrichment Use Appendix 8.H
Students in this group should:• Have mastered the activities in Group A.• Be able to work independently.
6
If you are teaching Lesson 7 - The Yellow Corners and Lesson 8 - The Yellow Edges as one lesson, use a combination of appendices from Lesson 7 and Lesson 8 based on the needs of the students.
diffeRentiation – LeveLed gRoup aCtivities
The Yellow Edges Lesson 8
Diff
eren
tiat
ion
Act
ivities
7
Look at your YELLOW face.
Have a teacher or friend help you match your cube to one of the pictures below. Circle the picture that looks most like your cube.
The Yellow Edges Appendix 8.M Page 1
This is the YELLOW Edges goal: Use your crayons, markers, or pencils to color in the goal on the blank cube.
The Yellow EdgesLesson 8
Differentiation Activities
8
The Yellow EdgesAppendix 8.M Page 2
If your cube looks like this:
Do these 12 moves:
If you cube looks like this:
Have a teacher or friend help you figure out whether the TOP layer needs to move clockwise
or counter-clockwise.
If the TOP layer needs to move clockwise:
Do these 12 moves:
If the TOP layer needs to move counter-clockwise:
Do these 12 moves:
You might have to do the 12 moves two times to get the YELLOW edges in the correct places.
The Yellow Edges Lesson 8
Diff
eren
tiat
ion
Act
ivities
9
If you don't have a third solved face, (i.e., YELLOW face, WHITE face and one other face) use one of the algorithms below:
With the WHITE face as the DOWN face, the YELLOW face as the UP face and the other solved face as the BACK face, look at the edge pieces on the TOP layer.
Does the G edge piece need to move clockwise to where the E edge is to be in the correct position? If yes:
Does the G edge piece need to move counter-clockwise to where F edge is to be in the correct position? If yes:
If all edge pieces are not in the correct position, the algorithm for clockwise or counter-clockwise may need to be done twice to position the YELLOW edges correctly and solve the cube.
The Yellow EdgesThe Yellow Edges Appendix 8.A
or
Lesson 8
Differentiation Activities
10
The Yellow EdgesAppendix 8.T Page 1
Use the words in the box to fill in the blanks. Words may be used more than once. Not all words may be used.
RED ORANGE RIGHT CLOCKWISEBLUE GREEN LEFT WHITE YELLOW COUNTER-CLOCKWISE
With the YELLOW face UP:
1. Find a face (other than the YELLOW face or the WHITE face) that is completely solved.
If I do not have three completely solved faces, I can use the algorithm, _____, _____, _____, _____, _____, _____, _____, _____, _____, _____, _____, _____ or _____, _____, _____,
_____, _____, _____, _____, _____, _____, _____, _____, _____ to solve a third face of the
cube. The third face completely solved is ____________________________________.
2. Position the _____________________ face on the BACK face.
The two colors on the E edge are _________________ and _________________.
The two colors on the G edge are _________________ and _________________.
The two colors on the F edge are _________________ and _________________.
The Yellow Edges Lesson 8
Diff
eren
tiat
ion
Act
ivities
11
The Yellow Edges Appendix 8.T Page 2
The Yellow Edges
3. Clockwise or Counter-Clockwise.
To solve the cube, the E edge needs to move ___________________________________ to the
_________________________ edge place.
4. Choose an algorithm.
I need to move the TOP layer _______________________ to solve for the YELLOW edges.
I can use the _____, _____, _____, _____, _____, _____, _____, _____, _____, _____, _____,
_____ algorithm to move the TOP layer _______________________.
5. If the YELLOW edges are in the right places, the cube is solved. If the YELLOW edges are not in the right places:
I need to move the TOP layer __________________________ again, to complete the YELLOW
edges. I can use the _____, _____, _____, _____, _____, _____, _____, _____, _____, _____,
_____, _____ algorithm to move the TOP layer __________________________.
I solved the Rubikʼs Cube!
Lesson 8
Differentiation Activities
12
The Yellow EdgesAppendix 8.H Page 1
The Yellow Edges
Now that you can solve for every stage of the Rubik's Cube, try solving the Rubik's Cube from a different perspective, starting with the BLUE cross.
Images based on WHITE cross: Draw images based on the BLUE cross:
BLUE cross:
BLUE corners:
MIDDLE layer:
GREEN cross:
GREEN face:
GREEN corners:
GREEN edges:
Lesson 8
Diff
eren
tiat
ion
Act
ivities
13
Now that you can solve for every stage of the Rubik's Cube, try solving the Rubik's Cube from a different perspective, starting with the RED cross.
Images based on WHITE cross: Draw images based on the RED cross:
RED cross:
RED corners:
MIDDLE layer:
ORANGE cross:
ORANGE face:
ORANGE corners:
ORANGE edges:
The Yellow EdgesAppendix 8.H Page 2
The Yellow EdgesLesson 8
Review
14
The Yellow EdgesIf you are teaching Lesson 7 – The Yellow Corners and Lesson 8 - The Yellow Edges as one lesson,
use the Review from this gray box. If you are only teaching Lesson 8, skip this box and use the Lesson 8 Review on the next page.
ReviewTell students:
• Find a non YELLOW or WHITE face that has matching horizontal TOP layer corners:• Twist the UP face until two horizontal corners (shown as AB or CD) match the center
piece color on all three faces.• Position the cube so that the matching horizontal corners are on the BACK layer.
• If you do not have two horizontal corners matching on the TOP layer:
• Twist the UP face until one set of diagonal corners (shown as AD or BC) match with the center piece color on three faces.
• When the matching TOP layer horizontal corners or diagonal corners are in the correct position:
• Follow the algorithm to solve for all the TOP layer corners.
Tell students:
• Find the face (other than the YELLOW or WHITE face) that is completely solved and position as the BACK face.
• If there is not a third solved face, complete one of the algorithms below, then reposition the cube with the solved face as the BACK face.
• Decide whether the edge pieces should move clockwise along the TOP layer to solve the cube or counter-clockwise to solve the cube.
• If the edge pieces on the TOP layer should move clockwise:
• If the edge pieces on the TOP layer should move counter-clockwise:
Lesson 8
Review
15
Review
The Yellow Edges
Tell Students:• Find the face (other than the YELLOW or WHITE face) that is completely solved and position as the
BACK face.
• If there is not a third solved face, complete one of the algorithms below, then reposition the cube with the solved face as the BACK face.
• Decide whether the edge pieces should move clockwise along the TOP layer to solve the cube or counter-clockwise to solve the cube.
• If the edge pieces on the TOP layer should move clockwise:
• If the edge pieces on the TOP layer should move counter-clockwise:
PP12
Lesson 8
Lesson extension Tell students:
• If, after solving for all the YELLOW edges, the faces are not complete matches, we will have to twist the TOP layer until the faces are complete.
• This is similar to solving a math problem.
• Sometimes, the answer we get at a certain step in the problem is not the intended solution for the problem.
• For example:
• What percent of 100 is 20?
• As a number sentence that question is written: W x 100 = 20
• By dividing each side by 100, we get 0.2.
• The solution to the problem is not complete. Even though 0.2 is the answer toW x 100 = 20, the original question asked: What percent?
• So, 0.2 must be changed to a percent by moving the decimal over two places.
• The solution to “What percent of 100 is 20?” is 20%.
evaLuationEach student should be able to:
• Solve the YELLOW edges.
• Be confident with image matching.
• Utilize the algorithms based on clockwise and counter-clockwise movements.
Rubik’s tRiviaQuestion: There are 43,252,003,274,489,856,000 possible configurations. About how many configurations are there?
Answer: There are about 43 quintillion configurations. The exact number is read: 43 quintillion, 252 quadrillion, 3 trillion, 274 billion, 489 million, 856 thousand
PP14
16
The Yellow Edges
Review
PP13
PP15
Lesson 8
At
Hom
eCo
nnec
tion
17
With the WHITE on the DOWN face and the YELLOW on the UP face: • Position a solved face (other than the YELLOW or WHITE face) as the BACK face. • If there is not a third solved face, complete either one of the algorithms below, then reposition the cube with the third solved
face as the BACK face.• Decide if the edge pieces on the TOP layer should move clockwise to solve the cube or counter-clockwise to solve the cube.• If the edge pieces on the TOP layer should move clockwise (2x if needed):
• If the edge pieces on the TOP layer should move counter-clockwise (2x if needed):
Application to Math• If, after solving for all the YELLOW edges, the faces are
not complete matches, twist the top layer until the faces are complete.
• This is similar to solving a math problem.
• Sometimes, the answer we get at a certain step in the problem is not the intended solution for the problem.
• For example:
• What percent of 100 is 20?
• As a number sentence that question is written: W x 100 = 20
• By dividing each side by 100, we get 0.2.• The solution to the problem is not complete. Even though 0.2
is the answer to W x 100 = 20, the original question asked: What percent?
• So, 0.2 must be changed to a percent by moving the decimal over two places.
• The solution to “What percent of 100 is 20?” is 20%.
WHAT WE LEARNED
Solve the Yellow Edges
Apply clockwise and counter-clockwise
movements
The difference between a solution and an answer
GOAL
at hOme cONNectiON
REVIEW
The Yellow EdgesLesson 8
PowerPoint Presentation
The Yellow Edges
The
YELL
OW
Edg
es
Less
on 8
Less
on 6
Rev
iew
Le
sson
Ex
tens
ion
Rubi
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on R
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poweRpoint
Lesson 8
Powe
rPoint
Pr
esen
tation
The Yellow Corners
Less
on 7
Rev
iew
Le
sson
Ex
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Rubi
k’s T
rivia
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Foc
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on R
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GO
AL:
The
Edg
es
The
goal
of t
his s
tage
is to
so
lve
the
edg
es -‐
the
final
step
to so
lvin
g th
e Ru
bik’
s Cub
e.
19
Lesson 8
PowerPoint Presentation
The Yellow Edges
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
To g
et th
e c
orne
rs:
REVI
EW fr
om
The
Cor
ners
• W
ith Y
ELLO
W a
s the
UP
face
•
Find
a fa
ce (o
ther
than
the
YELL
OW
or W
HITE
face
) tha
t
ha
s mat
chin
g TO
P la
yer c
orne
rs:
• Tw
ist th
e U
P fa
ce u
nJl t
wo
horiz
onta
l cor
ners
(s
how
n as
AB
or C
D) m
atch
with
the
cent
er p
iece
co
lor o
n th
ree
face
s.
• If
you
do n
ot h
ave
two
horiz
onta
l cor
ners
mat
chin
g on
the
TOP
laye
r:
• Tw
ist th
e U
P fa
ce u
nJl o
ne se
t of d
iago
nal c
orne
rs
(sho
wn
as A
D or
BC)
mat
ch w
ith th
e ce
nter
pie
ce
colo
r on
thre
e fa
ces.
• Po
siJon
the
cube
so th
e m
atch
ing
horiz
onta
l cor
ners
are
on
the
BACK
laye
r. •
Fol
low
the
algo
rithm
to so
lve
for a
ll th
e TO
P ro
w c
orne
rs:
20
Lesson 8
Powe
rPoint
Pr
esen
tation
The Yellow Corners
21
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
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k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
Cloc
kwis
e
The
dire
cDon
the
hand
s on
a cl
ock
mov
e
Lesson 8
PowerPoint Presentation
The Yellow Edges
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
Coun
ter -‐
Clo
ckw
ise
The
oppo
site
dire
cDon
the
hand
s on
a cl
ock
mov
e
22
Lesson 8
Powe
rPoint
Pr
esen
tation
The Yellow Corners
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
• M
ake
sure
ALL
the
corn
ers a
re in
the
corr
ect
posiJ
on.
• Fi
nd th
e fa
ce (o
ther
than
YEL
LOW
or W
HITE
)
th
at is
com
plet
ely
solv
ed.
• Po
siJon
the
solv
ed fa
ce a
s the
BAC
K fa
ce
• If
you
DO N
OT
have
thre
e so
lved
face
s, c
hoos
e an
y fa
ce a
s the
BAC
K fa
ce a
nd c
ompl
ete
the
algo
rithm
:
OR
Less
on F
ocus
23
Lesson 8
PowerPoint Presentation
The Yellow Edges
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
• W
ith th
e th
ird so
lved
face
as t
he B
ACK
face
,
lo
ok a
t the
edg
e pi
ece
on th
e TO
P la
yer.
•
Deci
de w
heth
er th
e ed
ges s
houl
d m
ove
•
Cloc
kwise
alo
ng th
e TO
P la
yer t
o so
lve
the
cube
E
to F
F
to G
G
to E
• Co
unte
r-‐Cl
ockw
ise a
long
the
TOP
laye
r to
solv
e th
e cu
be.
E to
G
G to
F
F to
E
Less
on F
ocus
24
Lesson 8
Powe
rPoint
Pr
esen
tation
The Yellow Corners
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
• If
the
edge
pie
ces o
n th
e TO
P la
yer s
houl
d m
ove
cloc
kwise
(tow
ard
the
face
to th
e RI
GHT
): •
E to
F, F
to G
, G to
E, t
hen:
• If
the
edge
pie
ces o
n th
e TO
P la
yer s
houl
d m
ove
coun
ter-‐
cloc
kwise
(tow
ard
the
face
to th
e LE
FT):
•
E to
G, G
to F
, and
F to
E, t
hen:
Less
on F
ocus
25
Lesson 8
PowerPoint Presentation
The Yellow Edges
26
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
Trou
bles
hooD
ng
• O
ccas
iona
lly, s
olvi
ng th
e e
dges
will
no
t sol
ve th
e cu
be c
ompl
etel
y.
• It
may
solv
e ea
ch o
f the
face
s of e
ach
laye
r, bu
t the
TO
P la
yer w
ill n
ot m
atch
the
MID
DLE
Laye
r or B
OTT
OM
laye
r.
• If
the
TOP
laye
r doe
s not
mat
ch th
e ot
her
laye
rs, t
wist
the
TOP
laye
r unJ
l all
the
face
s ar
e co
mpl
ete.
Lesson 8
Powe
rPoint
Pr
esen
tation
The Yellow Corners
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
GO
AL:
The
Edg
es
The
goal
of t
his s
tage
is to
so
lve
the
edg
es -‐
the
final
step
to so
lvin
g th
e Ru
bik’
s Cub
e.
Exam
ine
your
Rub
ik’s
Cub
e
Does
you
r Rub
ik’s
Cub
e lo
ok li
ke th
is?
27
Lesson 8
PowerPoint Presentation
The Yellow Edges
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
You
have
ach
ieve
d
The
YELL
OW
Edg
es
28
Lesson 8
Powe
rPoint
Pr
esen
tation
The Yellow Corners
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
•
Find
the
face
(oth
er th
an th
e YE
LLO
W o
r
W
HITE
face
) tha
t is c
ompl
etel
y so
lved
and
po
siJon
as t
he B
ACK
face
. •
If
ther
e is
not a
third
solv
ed fa
ce, c
ompl
ete
one
of
the
algo
rithm
s bel
ow, t
hen
repo
siJon
the
cube
with
th
e so
lved
face
as t
he B
ACK
face
. •
De
cide
whe
ther
the
edge
pie
ces s
houl
d m
ove
c
lock
wise
alo
ng th
e TO
P la
yer t
o so
lve
the
cube
or
c
ount
er-‐c
lock
wise
to so
lve
the
cube
.
•
If th
e ed
ge p
iece
on
the
TOP
laye
r sho
uld
mov
e
c
lock
wise
:
• If
the
edge
pie
ce o
n th
e TO
P la
yer s
houl
d m
ove
cou
nter
-‐clo
ckw
ise:
Revi
ew
29
Lesson 8
PowerPoint Presentation
The Yellow Edges
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
Less
on E
xten
sion
• If,
aUe
r sol
ving
for a
ll th
e e
dges
, th
e fa
ces a
re n
ot c
ompl
ete
mat
ches
, we
will
ha
ve to
twist
the
TOP
laye
r unJ
l the
face
s are
co
mpl
ete.
• Th
is is
simila
r to
solv
ing
mat
h pr
oble
ms.
• So
meJ
mes
, the
ans
wer
we
get a
t a c
erta
in
step
in th
e pr
oble
m is
not
the
inte
nded
so
luJo
n fo
r the
pro
blem
.
How
doe
s thi
s les
son
appl
y to
m
ath?
30
Lesson 8
Powe
rPoint
Pr
esen
tation
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
Less
on E
xten
sion
• Fo
r exa
mpl
e:
• W
hat p
erce
nt o
f 100
is 2
0?
• As
a n
umbe
r sen
tenc
e th
at q
uesJ
on is
w
ri]en
: • W
x100
= 2
0 •
By d
ivid
ing
each
side
by
100,
we
get 0
.2.
• Th
e so
luJo
n to
the
prob
lem
is n
ot
com
plet
e.
Even
thou
gh .2
is th
e an
swer
to
W x
100
= 2
0, th
e or
igin
al q
uesJ
on
aske
d:
Wha
t per
cent
?
• So
, 0.2
mus
t be
chan
ged
to a
per
cent
by
mov
ing
the
deci
mal
ove
r tw
o pl
aces
.
• Th
e so
luJo
n to
“W
hat p
erce
nt o
f 100
is
20?”
is 2
0%.
How
doe
s thi
s les
son
appl
y to
m
ath?
w x
100
= 2
0
10
0 1
00
w
=
.2
0.2
= 20
%
31
The Yellow CornersLesson 8
PowerPoint Presentation
Less
on 7
Rev
iew
Le
sson
Ex
tens
ion
Rubi
k’s T
rivia
Vo
cabu
lary
Le
sson
Foc
us
Less
on R
evie
w
Que
sDon
: Th
ere
are
43,2
52,0
03,2
74,4
89,8
56,0
00 p
ossi
ble
confi
gura
Dons
. Abo
ut h
ow m
any
confi
gura
Dons
are
ther
e?
Answ
er:
Ther
e ar
e ab
out 4
3 qu
inJl
lion
confi
gura
Jons
. Th
e nu
mbe
r is r
ead:
43
quin
Jllio
n, 2
52 q
uadr
illio
n, 3
trill
ion,
27
4 bi
llion
, 489
mill
ion,
856
thou
sand
.
32
The Yellow Edges Lesson 8
The Yellow CornersQuaRteR tuRn - RefeRenCe sHeet
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