MAGIC SQUARE: Calculate A*B*C
[7336] MAGIC SQUARE: Calculate A*B*C - The aim is to place the some numbers from the list (14, 15, 19, 27, 28, 32, 40, 41, 45, 95) into the empty squares and squares marked with A, B an C. Sum of each row and column should be equal. All the numbers of the magic square must be different. Find values for A, B, and C. Solution is A*B*C. - #brainteasers #math #magicsquare - Correct Answers: 3
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MAGIC SQUARE: Calculate A*B*C

The aim is to place the some numbers from the list (14, 15, 19, 27, 28, 32, 40, 41, 45, 95) into the empty squares and squares marked with A, B an C. Sum of each row and column should be equal. All the numbers of the magic square must be different. Find values for A, B, and C. Solution is A*B*C.
Correct answers: 3
#brainteasers #math #magicsquare
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A sister and brother are talki...

A sister and brother are talking to each other when the little boy gets up and walks over to his Grandpa and says, "Grandpa, please make a frog noise."
The Grandpa says, "No."
The little boy goes on, "Please .. please make a frog noise."
The Grandpa says, "No, now go play."
The little boy then says to his sister, "Go tell Grandpa to make a frog noise."
So the little girl goes to her Grandpa and says, "Please make a frog noise."
The Grandpa says, "I just told your brother 'no' and I'm telling you 'no'." The little girl says, "Please .. please Grandpa make a frog noise." The Grandpa says, "Why do you want me to make a frog noise?"
The little girl replied, "Because mommy said when you croak we can go to Disney World!"
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Jean Piaget

Born 9 Aug 1896; died 17 Sep 1980 at age 84. Swiss psychologist and zoologist. By age 15 he was contributing articles on molluscs to journals of zoology, and his doctoral degree (1918) thesis was on the distribution of molluscs in the Valaisian Alps. Thereafter, he turned to researching how mental growth develops in several successive stages from infancy to adulthood - “the embryology of intelligence” - for which he became distinguished. In the journal Science (27 Jun 1958), he summarized that at the age of eleven or twelve “a child becomes capable of certain formal or abstract operations of thought which before were possible only as concrete operations on properties of the immediately present object world. This provides the last of three mental revolutions during development.”«
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