ASSESSMENT

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MATHEMATICS
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Question 1

SMK Padang Utara would like to hold a yearly school activity which is the Cross Country event. In
ensuring that students follow the specified route, 15 checkpoints have been identified throughout the
cross country run. The first checkpoint is 1 kilometer away from the starting line. Thereafter, the
following checkpoints are 500 metres from the one before it.

(a) Draw a diagram for the first four checkpoints showing the distance between the checkpoints.

(b) How far is the 6th checkpoint from the starting line? Using a suitable mind map, describe how you
solved the problem.

(c) Develop a generalisation of pattern to represent the distance for each checkpoint from the
starting line.

(d) What is the total distance for the cross country run? Show your workings or calculations in finding
the answer.

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Question 2
Mr. Lim intends to renovate his kitchen. He has
consulted an interior decorator for a recommendation
on the design of his floor tiles. The interior decorator
proposed the following arrangements.

Arrangement 1 Arrangement 2 Arrangement 3

(a) State the pattern for the tile arrangement as proposed by the interior decorator.

(b) How confident are you that the pattern you stated in (a) is correct?

(c) If the interior decorator continues with the pattern as mentioned in (a), how would the tile design
be for the 8th arrangement?

(d) The interior decorator wishes to use 1 black tile and 45 white tiles in the tile arrangement that he
created. Can he still produce the 15th arrangement based on the pattern in (a)? Why?

(e) If the interior decorator intends to use 1 black tile and 100 white tiles, what would be the
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maximum tile arrangement that he can build? Why?

(f) Make a generalisation pattern to represent the nth tile arrangement.

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Question 3
Hadi has a total of cube shaped wooden blocks. He would
like to arrange the cubes consistently until he obtains a
design as follows.

Level 1 Level 2 Level 3

(a) Explain the pattern you observed based on the three block arrangements that Hadi has built.

(b) Using the pattern described in (a), construct a table that shows the number of wooden blocks
used to build the next four arrangements after Level 3.

(c) Make a generalisation to show the relationship between the block arrangement levels and the
number of wooden blocks used.

(d) How many wooden blocks needed by Hadi to build the 12th block arrangement level?

(e) If the arrangement is continued, determine if there is an arrangement level that uses exactly 130
wooden blocks.
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Question 4

Puan Marina is passionate on patchwork art

which involves patching remnants of old cloth
to create a bigger piece. In order to make her
art work look unique, she intends to create a
piece combining triangle and square shapes
as in the diagram below.

Level 1 Level 2 Level 3

(a) Explain the pattern for each arrangement of cloth remnants.

(b) Which pattern will change for each arrangement level of the cloth remnants above? How did it
change? Which pattern did not change?

(c) If Puan Marina intends to continue with her creation by consistently adding the cloth remnants,
how many pieces of cloth remnants are required for the levels
(i) 4th?
(ii) 10th?
(iii) 15th?

(d) Form a generalisation for the nth level of cloth remnants to show the relationship between the
levels and the number of cloth remnants used. In your expression, which part denotes the
rectangles and which part denotes the triangles of cloth remnants? Explain your answer.
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(e) Based on your generalisation, determine the number of cloth remnants needed for the 30th level.

(f) If Puan Marina uses 58 rectangle and 3 triangle of cloth remnants, which arrangement level of
cloth remnants can she build?

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Question 5
Johnny is playing a puzzle game on a tablet computer.
He begins at level one and needs to solve the given
puzzle before he is allowed to proceed to the next
level. The following diagram shows the first five levels
in the puzzle game.

(a) Explain how the pattern of the squares arrangement above changes.

(b) How many squares must Johnny solve before he can proceed to level
(i) 7?
(ii) 11?

(c) Explore and form a generalisation for the number of squares needed for Johnny to move to the
nth level.

(d) Explore the total number of squares that Johnny has solved if he plays every level. What do you
observe? Is the result true for all levels? How do you know this?

(e) What is the total number of squares does Johnny need to solve if he intends to play up to the 10th
level?

(f) You want to create a game that has a pattern similar to the one Johnny is playing. Create your
game and form a generalisation for the nth arrangement.
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Question 6
Bakhtiar intends to hold a dinner event. He wants to
ensure that all guests sit together in a single large
group. He made a sketch as in the following diagram
with squares represent tables and circles represent
chairs.
image**

(a) How many guests can be fitted with just one table? How about 2 and 3 tables?

(b) Explain the changes in the number of tables compared to the chairs. Do both the number of
tables and chairs changes at the same rate?

(c) Form a generalisation for the number of chairs for the nth level.

(d) If Bakhtiar needs to fit 30 guests, how many tables does he has to prepare?

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Question 1
Numbers in the sequence 4, 9, 14, 19, 24, ... are obtained by adding 5 to the number before it. Numbers
in the sequence 3, 9, 15, 21, 27, ... are obtained by adding 6 to the number before it. Number 9 is found
in both sequences. If both sequences are extended, what is the common number found in both
sequences?

Question 2
The following shapes follow a pattern.

Which of the following set of shapes follows the same pattern as above?

Question 3
The table below shows the relationship between x and y.

x y

1 2

2 *

4 11
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7 20

What is the number for * in the above table?

A 4 B 5
C 6 D 7
E 8

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Question 4

(3, 14), (5, 20), (7, 26)

Which of the following statements shows the steps to find the second number for each pair of the
numbers above?

A Add 10 to the first number.

B Subtract the second number by 7.
C Multiply the first number with 4.
D Multiply the first number by 3 and then add 5.
E Multiply the first number by 3 and then subtract 3.

Question 5

Diagram 1 Diagram 2 Diagram 3

(a) Complete the table below by determine the number of triangles needed to form Diagram 4 if the
above sequence is extended.
Diagram Number of triangles
1 2
2 6
3 10
4
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(b) The sequence for the above diagrams is extended untill Diagram 7. What is the number of
triangles needed to form Diagram 7?

(c) The sequence for the above diagrams is extended untill Diagram 50. Explain how to determine
the number of triangles for Diagram 50 without drawing a diagram or counting the triangles.

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Question 6
3, 7, 15, 31, …
Begin with the number 3, what are the conditions for the above number sequence?

A Add 4 to the number before it.

B Multiply the number before by 2 and then add 1.
C Multiply the number before by 3 and then subtract 2.
D Subtract the number before by 1, multiply by 3 and add 1.

Question 7

Siew Meng arranged several sticks as in the following diagram.

Level 1 Level 2

Level 3

If the above pattern is extended, how many sticks are required for Level 10?
A 32
B 35
C 38
D 41
E 44
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Question 8
The following diagrams show four arrangements of condensed milk tins built by Ahlia.

Diagram 1 Diagram 2 Diagram 3 Diagram 4

(a) Based on Ahlia’s arrangement, complete the table below.

Diagram Number of condensed milk tins

1 1
2 3
3 6
4
5

(b) The arrangement is extended untill Diagram 7. What is the number of condensed milk tins
needed for Diagram 7?

(c) Diagram 50 consisted of 1275 tins. Determine the number of condensed milk tins for Diagram 51.
Without drawing Diagram 51, show how you obtained your answer.

Question 9
The table below shows the time schedule for the departure time of express buses from Ipoh to Kuala
Lumpur.

Bus Time
First 10:30 a.m.
Second 11:45 a.m.
Third 1:00 p.m.
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Fourth 2:15 p.m.

Fifth

If the pattern is extended, what is the departure time for the fifth bus?
A 3:00 p.m. B 3:30 p.m.
C 3:45 p.m. D 4:00 p.m.

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Question 10
The following diagrams show rectangles that are formed using several congruent squares.

Diagram 1 Diagram 2 Diagram 3

(a) Complete the table below by determine the number of squares that form each of the above
diagram.

Diagram Number of squares

1 2
2
3

(b) The arrangement of the square is extended until Diagram 9. How many squares are needed to
form Diagram 9?

Question 11
Jamilah helped Cikgu Hayati in arranging tables for a group activity. Jamilah sketched the following
diagrams to ensure that the tables and chairs are adequate for the students in the class.

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Table Chair

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Question 11
(a) Complete the table below based on the above situation.

n Number of tables Number of chairs

1 1 8
2 4
3
4
5

(b) The two following formulae can be used to calculate the number of chairs and tables for each
arrangement.
Number of chairs = n2
Number of tables = 8n
with n is the number of rows of tables

There is the value of n such that the number of chairs is equal to the number of tables. Find the
value of n and show how you derive that value.

(c) Jamilah wants to add more rows of tables. When the area of the arrangement increases, state
whether the number of chairs or the number the tables increases rapidly. Give explanations to
your answer.

Question 12
All organic compounds contain the carbon element, C and hydrogen, H. The following organic
compound, which is butane contains four carbon atoms that are tied together by a covalent bond. The
molecular structure of butane is represented in the following structural diagram.

H H H H

H C C C C H
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H H H H

(a) Draw the structural diagram for the next three hydrocarbon compounds.

(b) What conclusions can be made regarding the structural changes in the C and H atoms?

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Question 1 Task ?
Apakah Rich
Bacterial reproduction involves cell division of a single bacterium
into two daughter cells which is called binary fission. Both
daughter cells formed have the same genetic contents with the
mother cell. Therefore, this cell division will produce twice the
number of bacteria. Both daughter cells formed from this
division will not necessarily survive. However, if the average
number of bacteria that survives exceeds the average cell
division, then the number of bacteria will undergo an
exponential growth. Assume that Ramu is studying the bacterial
reproduction in his Science class and after looking at several
binary fissions, he obtained the following results.

Number of
1 2 3 4 5 6
binary fissions, n
Number of bacteria
2 4 8 64
(millions)

(a) Complete the table above based on the pattern that you observed.

(b) Based on the completed table, form a generalisation on the number of bacteria for n number of
binary fissions.

(c) Cikgu Marina asked Ramu to estimate the number of bacteria for the 10th binary fission. What is
the estimated number of bacteria?

(d) Determine the number of bacteria for the 20th binary fission.

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Question 2

The Islamic designs are amongst the most unique in the world and often use circles as their base.

If you draw two points on the circumference of a circle and draw a line joining the two points, you will
get two sections in the circle. If three points on the circumference are joined to each other, then you
will get four sections. Joining more points subsequently will produce sections as in the diagram below.

(a) Based on the diagram above, complete the following table.

Number of points
2 3 4 5
on circle

Number of sections 2 4

(b) Form a conjecture for the number of sections with 6 and 7 points.

(c) Form a generalisation on the number of sections that will be obtained based on the number of
points. Based on your generalisation, test whether the conjecture you have formed in (b) is
correct or wrong. Explain your answer.
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TOWER OF3HANOI
Question
The game, Tower of Hanoi that was introduced by Edourd Lucas in 1883 is a
mathematical game that trains us to think logically. This game needs 3 mini
poles and a number of discs of varying sizes. The aim of the game is to shift all
discs from one end of a pole to the other end of a pole.

Instructions:
You need to answer this question in groups and present your findings to the class.

At the beginning of the game: At the end of the game:

A B C A B C

Rules of the game are as follows:

Only one disc is allowed to be moved at one time.

The bigger discs must always be below the smaller discs.

(a) Based on investigation, explain how you can shift 1, 2, or 3 discs respectively from pole A to pole
C based on the rules given.

(b) Continue your investigation by shifting 4 and 5 discs respectively from pole A to pole C. What
pattern have you observed?

(c) Form a generalisation about the minimum number of movements required to shift all the discs
from pole A to pole C.
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(d) Based on the legend of Tower of Hanoi (initially known as Tower of Brahma; a temple in Benares,
India), monks in the temple were believed to have tried to shift a tower consisting of 64 discs to
another place. The rules for shifting the discs were the same as rules for the Tower of Hanoi
game. The monks believed that when all the 64 discs have been shifted, the world will end.
What is your comment if the legend is true? Do you think that the legend is logical? Explain your
answer.

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1. (a) 1000 m 500 m 500 m 500 m

Starting 1st 2nd 3rd 4th

line checkpoint checkpoint checkpoint checkpoint

(b) 1000, 1500, 2000, 2500, 3000, 3500, …

The distance between the 6th checkpoint from the starting line is 3500 m or 3.5 kilometer. Any
suitable explanations are accepted. Students can also use Flow Charts to explain how they solve
this problem.

Identify Determine the Determine Check answer

NISBAH & SUDUT KEEMASAN
given/known strategy of answer
information problem solving

• Distance Use patterns in Calculate the Ensure that the

between first the form of answer required answer obtained
checkpoint from numbers or based on is accurate and
starting line. diagram. patterns or reasonable.
• Distance diagram that
between the have been
next checkpoint drawn.
from the
starting line.
• Determine the
6th checkpoint
from the
starting line.

(c) Tn = 1000 + (n ‒ 1)d, with n represents checkpoint and d represents the difference of the distance
between the two consecutive checkpoints.

(d) T15 = 1000 + (15 ‒ 1)500

= 8000 metre
= 8 kilometre
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2. (a) Accept any suitable explanations based on the diagram given. Students should use their own
words to communicate the patterns that they observe and understand.
Example: First, 1 black tile are added with 3 white tiles. Then, 2 white tiles are added to each
following design.

(b) Ensure that the correct pattern and appropriate reasoning are given by students.
1 black tile + 3 white tiles, 1 black tile + 5 white tiles, 1 black tile + 7 white tiles, ...

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(c) Draw the correct diagram or verbal explanation or the correct write up.

The form of tiles for the 8th

pattern have 1 black tile and
17 white tiles.

(d) Yes.
The number of black tiles is a fixed value. The pattern for the number of white tiles for the first 15
patterns is 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31. He only needs 1 black tile and 31
white tiles to build the 15th arrangement.

(e) 49th design. Accept any suitable explanation, reasoning and representation.

(f) T1 = 1 + 3 = 1 + 3(1) ‒ 0
T2 = 1 + 5 = 1 + 3(2) ‒ 1
T3 = 1 + 7 = 1 + 3(3) ‒ 2
T4 = 1 + 9 = 1 + 3(4) ‒ 3
.
.
.
Tn = 1 + 3n ‒ (n ‒ 1), where n represents design.

3. (a) Accept any suitable explanations based on the diagram given. Students should use their own
words to communicate the patterns that they observe and understand.
Example: The number of blocks of Level 1 is less 5 than Level 2. The number of blocks in Level 2
is less 5 than Level 3.

(b) Level Number of wooden blocks

4 16 + 5 = 21
5 21 + 5 = 26
6 26 + 5 = 31
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7 31 + 5 = 36

(c) Number of wooden blocks = 5x + 1, where x represents level.

(d) 5(12) + 1 = 61 wooden blocks

(e) 5x + 1 = 130
x = 25.8
There is no level using exactly 130 of wooden blocks because 25.8 is not an integer.

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4. (a) Accept any suitable answer.

Example: Arrangement starts from 3 triangles and 5 squares. Then, 5 squares are added for every
following level.

(b) The pattern for the number of cloth remnants changes for each level of arrangement. The pattern
for the number of cloth remnants change when the square cloth remnants are increased for each
level and changes according to the pattern 5, 10, 15, … Patterns for the number of triangle cloth
remnants remain unchanged.

(c) Level Number of cloth remnants

4 3 + 4(5) = 23
10 3 + 10(5) = 53
15 3 + 15(5) = 78

(d) Number of cloth remnants for the nth level = 3 + 5n

5n represents the number of square cloth remnants whereas 3 represents the number of triangle
cloth remnants.

(e) 30th level = 3 + 5(30)

= 153 cloth remnants

(f) 5n + 3 = 58
n = 11

5. (a) Accept any suitable explanations.

Example: The arrangement begins with 1 square. 2 squares are added for the succeeding
arrangements with patterns 1, 3, 5, 7, 9…

(b) (i) 9 + 2 = 11
(ii) 17 + 2 = 19

(c) Level Total number of squares

1 1 + 2(0) = 1
2 1 + 2(1) = 3
3 1 + 2(2) = 5
4 1 + 2(3) = 7
5 1 + 2(4) = 9
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. .
. .
. .
n 1 + 2(n ‒ 1)

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(d) Level Exploration Number of squares

1 1 1
2 1+3 4
3 1+3+5 9
4 1+3+5+7 16
5 1+3+5+7+9 25
... ... ...
Possible student’s conjecture: The total number of squares is the value of level which is squared.
Encourage exploration for bigger levels to determine whether the results are true or not.

(e) 102 = 100 squares

(f) Different arrangements of pattern by students.

6. (a) 1 table: 8 guests

2 tables: 10 guests
3 tables: 12 guests

(b) Accept any suitable explanations.

Number of tables Number of chairs

1 8
2 10
3 12
4 14
... ...

For every additional table, the number of chairs increases by 2. The number of tables and chairs
changes at different rates.

(c) Number of chairs for nth level = 8 + (n ‒ 1)2, where n represents the number of tables.

(d) 8 + (n ‒ 1)2 = 30
n = 12 tables
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1. 39

2. C

3. B

4. D

5. (a) Diagram Number of triangles

1 2
2 6
3 10
4 14

(b) 26

(c) By using the formula 2 + 4(x – 1), the number of triangles for Diagram 50
= 2 + 4(50 ‒ 1)
= 198

6. B

7. B

8. (a) Diagram Number of condensed milk tins

1 1
2 3
3 6
4 10
5 15

(b) 28

(c) 1326
Method I:
n(n + 1) , the number of condensed milk tins for Diagram 51
By using the formula —
2
51(51 + 1)
=—
2
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= 1326

Method II:
1275 + 51 = 1326

Method III:
Other correct answers.

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9. B

10. (a) Diagram Number of squares

1 2
2 4
3 6

(b) 18

11. (a) n Number of tables Number of chairs

1 1 8
2 4 16
3 9 24
4 16 32
5 25 40

(b) n2 = 8n
n2 – 8n = 0
n(n – 8) = 0
n = 0 or n = 8
Therefore, n = 8.

(c) Reasonable examples:

Number of tables = n × n and number of chairs = 8 × n
The two formulae contain the n factor, but the n value for the tables will become
bigger as the value 8 for the chairs is constant. Therefore, the number of tables will
increase faster.

Number of tables increase faster because the n value for tables is squared whereas
the number of chairs is only multiplied by 8.

The number of tables is quadratic whilst the number of chairs is linear. Therefore, the
number of tables will increase faster.

Draw a graph showing that n2 exceeds 8n after n = 8.

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Number

n2
100
90
8n
80
70
60
50
40
30
20
10
n
0 1 2 3 4 5 6 7 8 9 10 11

12. (a) H H H H H

H C C C C C H C5H12

H H H H H

H H H H H H

H C C C C C C H C6H14

H H H H H H

H H H H H H H
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H C C C C C C C H C7H16

H H H H H H H

(b) Atom C increases by 1 whereas the atom H increase by 2 for every subsequent level.
Therefore, the change in the number of C and H atoms for the nth level can be
represented by CnH2n + 2.

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1. (a) Number of
1 2 3 4 5 6
binary fissions, n
Number of bacteria
2 4 8 16 32 64
(Millions)

(b) Tn = 2n

(c) T10 = 210

= 1024
(d) T20 = 220
= 1 048 576

2. (a) Number of
2 3 4 5
points on circle
Number of sections 2 4 8 16

(b) Accept any suitable explanation.

(c) Tn = 2n – 1, with n is the number of points.

Accept any suitable explanation based on answers in (b).

3. (a) Investigation can be done using concrete materials such as round cards of various sizes.
See the patterns for the number of movements made to shift 1, 2 or 3 discs.

1 disc:

A B C

(1)

A B C
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1st level: Shift disc to pole C.

Answer: 1 disc, 1 movement

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2 discs:

A B C
(1) (2) (3)

A B C A B C A B C

1st level: Move disc 2 to pole B.

2nd level: Move disc 1 to pole C.
3rd level: Move disc 2 to pole C.
Answer: 2 discs, 3 movements

3 discs:
(1)

A B C A B C

(2) (3) (4)

A B C A B C A B C

(5) (6) (7)

A B C A B C A B C

1st level: Move disc 3 to pole C.

2nd level: Move disc 2 to pole B.
3rd level: Move disc 3 to pole B.
4th level: Move disc 1 to pole C.
5th level: Move disc 3 to pole A.
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6th level: Move disc 2 to pole C.

7th level: Move disc 3 to pole C.
Answer: 3 discs, 7 movements

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(b) For 4 discs, 15 movements are required. For 5 discs, 31 movements are required.

(c) By construct a table, the patterns for the number of movements will be known.
Number of discs Number of movements
1 21 ‒ 1 = 2 ‒ 1 = 1
2 22 ‒ 1 = 4 ‒ 1 = 3
3 23 ‒ 1 = 8 ‒ 1 = 7
4 24 ‒ 1 = 16 ‒ 1 = 15
5 25 ‒ 1 = 32 ‒ 1 = 31
Therefore, the minimum number of movement, Tn = 2n – 1.

(d) For 64 discs,

T64 = 264 – 1
= 18 446 744 073 709 599 999 movements

If the legend is true and assume that 1 second is needed to shift one disc, then the monks will
need
18 446 744 073 709 600 000
=—
31 536 000
= 584 942 417 355.07 years
~~ 590 billion years

This is a very long period.

(Discussions whether the legend is logical or not need not be elaborated).

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