thinking with chess

8/18/2019 Thinking With Chess

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Aexey W. Roo

THINKIG H HESS

TEHIG HILDR/

GES 14


3/83

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4/83


5/83

ONTNTS

oo b Kevin onnell 6

ER : Ovrviw 8Bnefits of hess 2hess quiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4ultile Ages 5

R 2: Rus of Chss 8hessmen 8

Seia Rules 22he, hemate, and Staemate 24

C TR 3: Pics, Pwns, n Squrs . 26lassi 6Pattern Reognition 30

CHAPTR 4: Bisho d Rook 33ines 33Deode 35

HAPER 5: Qun nd Kin 38Coies 38a heory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

R 6 w n Knih 44at . . 44

Pt

.

46HAPER Ed Chcks 48

Instuton . . 48Puzzs . . 5

HAPER 8: Bc-R n Sohr Chcks 53Instution . . 53Puzzles . . 56

4


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TR 9: Dou n Discovr Chcks 59Instrution 59Puzzles 60

PTR 0: Cus, Coiions, n Cs 62lubs 62Tournaments 62Internet 63hess amps 64

PNDIX A: Souios 72PNDIX B: Rfrcs 75PNDIX : Brookly Csl 78

5


7/83

F REwo

Too oen we teah hilren how the

piees move an then immeiately get

them playing (or trng to play) full games

with all the piees The problem an be

mae worse by throwing in a leture aboutthe Siilian or Spanish for good measure

What we really shoul o is to get the

hilren involve n absorbing play using

the hessmen an the hessboar We

must avoi "talkig own to them and at

the same time refrain from setting them

asks that are too ompliated for theirhess understanding I believe this book is

an exellent attempt at providing what we

nee

I have oen been aske, "What exatly

shoul I o? by those uertaking

hess eahing or oahing The etaile

timetabe of a veay hess amp inhapter I 0 will be a boon to thosewanting answers The reader will find

many other usefu topis and answers to

other pratial questions ot only that,

but the reaer is assure of the fat that

the hallenges an puzzles have reeive

thorough testing, not only at the hans of6

hilren, but some also unusually by

experiene euators , hess teahers ,

hess masters , an hess trainers

When I aepte an invitation to

the Seon Koltanowski Internationalonferene on hess an uation in

Dallas in ovember 20 , to present

the story of hess in shools in Turkey

an how the Wor hess eeration

( FID ) is working to buil on that as

a moel for eveloping hess in shools

aroun the world, I antiipated findingthe other presentations of interest

owever, I was expeting that to be a

passive interest an I was somewhat

surprise when Aexey brought out the

boars an sets uring the presentation

she shared with Dr Joseph berhar

All those in the room, attendees anpresenters alike , were paire off with

their neighbors, in my ase with

presenter David Barrett We were soon

all wrappe up in two of the hallenges

(Class an Game Theory ) that

are inluded in this book During the

previous two months, the hallenges an


8/83

puzzles had been tested with hildren

during Dr Root' s hess asses

I ind it remarkable (and remarkably

good) that the very same halenges an

be enoyed by one and all Many are the

hess books ( most o them best forgotten )that have aid aim to being appropriate

or players o all ages and levels , but these

hallenges genuiney meet that laim

The Class hallenge was hugely

enoyable David and I ame up with a

varie o di erent lassifiations But it

was the Game eo hallenge , in whih

hidren have un iguring out whether

one 's best strategy or ahieving astling

is to aim for it diretly or to disrupt the

opponent ' s plans first , that was the

most intriguing You an see our eort

in Appenix A The stipulation was or

kingsie asting; nonetheless , I laim to

be better in the fial position beause aerany move of the b8 kight, although I wi

not be able to aste kigsie , queenside

astling two moves later s unstoppable !

We were involve an motivate I'm

sure this material will o the same for

hilren

FID Senior Trainer Kevi ' onnell

April 2 2

7


9/83

Chapter 1

vVW

inki with Chess Teachi Children

Ages 5-4 is for teachers, librarians, aer

school instructors, chess coaches, counsel

ors, an parents. o prior knowlege of

chess is require to rea this book. Both

novce and chessknowlegeable reaers

can use its contents to teach groups of chil

ren.

Many books for chess beginners ex

plain the rules of chess an feature chess

puzzles. Likewise, inki with Chess

has rules an puzzles . Unlike most other

chess books, however, inki with

Chess connects chess with skills important

for acaemic success , such as classiing,

pattern recognition, ecoing , creating,

an preicting. inki with Chess in

trouces chalenges for ivergent thinking

and puzzles for convergent thinking .

The chalenges have multple correct

answers. Like the minigames foun in

Sherman and Kipatrick ( 2 2 ) , the chal

lenges in inki with Chess use fewer

pieces an pawns than ful chess games.

Therefore, challenges are manageable

8

for chilren as young as 5 years ol. Yet

challenges intrigue children up to age 4,

because they require strategy. Pairs of

chilren attempt challenges in structure

social interactions.

n contrast, puzzles have preetermine

right answers . Puzzles speci goals an

starting positions. Directions for a puzzle

might state , " From this chess position ,

fin a checkmate ( mate ) for White n one

move. Chilren learn why a particular

answer to a puzzle s correct an why oth

er tries are wrong. Puzzle training evel

ops chess expertise. The legenary Polgr

sisters ( Granmaster Susan , nternational

Master Sofia , an Granmaster Jut )

solve chess puzzles every ay of their

chilhoo. Their father' s book ( Polgr ,

994 ) collecte some of those puzzles , in

luing 306 checkmates in one move an

34 checkmates in two moves . Mongoose

Press's Chess Camp series also has puz

zles. It inclues two volumes devote to

checkmates in one move ( Sukhin , 2 a ;

Sukhin, 2 b ) .


10/83

Overview

inki with Chess has fewer puzzles

than Polgr ( 994 ) or Sukhin ( 20 a;

20 b ) . Whereas those books presente

puzzles without guiance, inki with

Chess tells how to work backwars fromypical checkmating positions to specific

solving moves . Then it presents a few

puzzles appropriate for beginning chess

players . Each puzzle is ether a check

mate in one move or a checkmate in two

moves . " Checkmate in two moves can

mean play a move for White, then Blackrespons, an then White plays the check

mating move . Or it can mean play a move

for Black, then White respons, an

then Black plays the checkmating move .

Each puzzle ' s irections tell whether it is

White ' s or Black' s turn to move.

Puzzles may be use for iniviual chesshomework. Alternatively, pairs or small

groups of chilren may work together on

puzzles . Solving puzzles prepares chilren

for the Chess Puzzle pilot event for graes

2 8 , part of the A+ Acaemic program

authorize by the Universi nterscho

lastic League ( UL) in Texas. For theCess merit bage , Boy Scouts must: " Set

up an solve five irect mate problems

provie by your merit bage counselor

(http :/jmeritbage.orgjwikijinex.

php/Chess ) . More generally, figuring out

puzzles sharpens young mins.

Cilren who are particularly interestein chess may on chess clubs , enter tour

naments, train on the nternet, or atten

a chess camp. Chapter 0 gives informa

tion about these next steps for chess . Ap

penix B provies the book 's references ,

which the eaer may consult as aitionalresources for cess mprovement . Most

chapters inclue excerpts of other experts'

writings about chess. Those excerpts are

for teacher backgroun. They may also be

share with oler chilren as enrichment.

Appenix C escribes the ocumentary

Brookyn Castle about mile schoolchess team. The film shows tinking in ac

tion.

hallngs

My previous books feature Battleship

Chess (Root, 2006, pp. 8183), Pawn

Game ( Root, 2008, pp. 6 2 ) , an Wolfan Sheep ( Root , 2009b, p . 33 ) . create

new challenges for this book. Challenges

take less time than playing chess games.

Because experience is less important than

it is for chess games, young begnners

may be paire with more avance chess

youngsters or aults.Chapters 3 6 have two challenges each.

Each of the chalenges is ivie into Ob

ectives, Materials, Proceure, an Evalu

ation. "Obectives inicates what aca

emic , socia , or chess obectives shoul

be met by the en of the proceure . " Ma

terials tells what supplies (photocopies,ice, chess equipment , etc. ) are require .


11/83

CAER

"Proceure escribes how to teach the

challenge an incues practice in pairs.

Finally, " Evaluation tells how to eter

mine if the obectives were met .

Possible answers to the challenges areusualy within the evaluation sections. Of

ten, there are multiple acceptable answers.

For example, epening on chilren's

choices , there are ozens of acceptable

starting an ening configurations for the

Lins challenge. Sometimes the evaluation

section refers the reaer to Appenix A.This appenix provies sample solutions.

Pzzls

Puzzles give more precise feeback than

unexamine chess games . During a chess

game, "a player receives feeback aer ev

ery move, but it is neither instant nor obvious . Aer all , a player may go on to win

a match, but it is very ifficult to know,

twenty moves own the line , whether

a particular move was optimal ( Sye ,

20 0 , p. 33 ) . Furthermore , beginners

oen pay chess without recoring their

moves. When these games en, it 's impossible to reconstruct them. Opportunities

for eeback are ost .

Although beginners may notate an

then analyze their games, as shown by

Root ( 2009b ) , solving puzzles is another

metho of improvement . By unertaking

puzzles with known correct answers , beginners may compare their responses with

the recommene ones. Examining recom

mene responses improves performance .

Sye ( 20 0, p . 34 ) wrote, " Feeback is,

in effect, the rocket fuel that propels the

acquisition of knowlege, an without itno amount of practice is going to get you

there.

Chapters 7 9 have two sections each ,

Insin an Pzzls. Insin

shows typical checkmating positions.

For example , in Chapter 8 , one figure

( chess iagram ) shows a king being re stricte by his own chessmen while in

check from an enemy chessman. That

en position is a smothere checkmate .

To solve smothere checkmates , an

other checkmates , begin with the final

position in min .

Similarly, Bruce Panolfini recommene working backwars from the so

lution (checkmate) that you envision. If

one move orer oesn ' t work, try another.

Switching the orer of moves to achieve

a chess goal works 75% of the time Pan

olfini ae that taking the elements an

rearranging them also applies in real life tofin solutions ( Chess ow, 2009 ) .

The zzls section asks reaers to

solve six puzzles an then check Appen

ix A for solutions . The chapter titles tell

what checkmates are covere: Engame

Checkmates; BackRank an Smothere

Checkmates ; an Double an DiscovereCheckmates.


12/83

Overview

g Am qu vxm

ClassiScience (classiing

No chess knowedgeHow each chessman

animals) moves and captures

Pattern Art (design) How each chessman Algebraic notation ofRecognition moves and capues sqares

Lines Math (geometry)Names of chessmen Fnd es, rans, and

and squares diagonas

DecodeLanguage Arts Knowledge of how

Capure (practice)(spelling) chessmen capture

Mastery of chess

ChoicesCounseling (decision- rules except for Promote andakig) castling, n ssn checmte

and promotion

Mastery of chess

Game TheorySocial Studies rules except for Castle ingside and

(history) casting, n ssn queensideand promotion

Mastery o chess

CreateGied and taented rules excep for Incorporate n ssn(creativi) castling and n captures

ss nMastery of chessPredct Science (hypothesis)

rules except for Predct checmates and

castling and n stalematesssn

Math (problem solv Mastery of all chessVisualize and execute

Puzzles checmates of one oring) rules

two moves

I I Chess prerequisites of each challenge and of the puzzles.

Tahing Sggsns

Follow the book 's orer if you teach,

coach, or parent chess beginners. f you

are a chess beginner, rea through Chap

ter 2 before teaching the challenges in

Chapter 3 f the chilren are beginners ,refer to Chapter 2 if questions arise when

teaching the challenges . Do not begin with

the puzzles if you or the chilren are un

sure of the rules of chess.

f chilren know the rules , begin

with any challenge in chapters 3 6 or

with the puzzles in chapters 7 - 9 . Figurel.l summarizes the chess prerequisites


13/83

CHAPTER1

of ech chee o the puzze s

efiitios of cec cecmte

stemte fom Cpt 2 shou b

tuht befoe moi fom Chpte 4 to

Chptes 5 .

BENEI HESS

tiol oriztios cknowee the

cemic soci beefits of chess for

chie The Uite Sttes Sete esig

te October 8 2 1 1 s tio Chess

y Its esoutio stte "hess eges

stuents of ll eri styes n streths

n promotes pobem soi n higheree thinki sils ( S es 2 55 2 1 1 )

The Boy Scouts of Americ ( 2 1 1 )

ouce "The Boy Scouts of Americ

wi introuce the hess erit be in

Septembe ecoui Scouts to eoy

Jseph Eberhrd , EdD , is n exper n he effecs f chess i n sruc in n cde ic

peni l As Asscie Ch i r h e Secnd Kl nwsi nernin l Cnference

n C hess nd Educ in (www ud l ls edu/chess/ l y2) , invied Dr Eberhrd

be plenry speer Befre he cnference, Eberhrd (persna l cunica in ,

Nveber 1 8 , 20 1 0) sen n bsrc f hi s l :

A issue for stuets from pov rty is the u d erevelopme t tii g sil s ue to a vi

o m e t at las e ric h me n. e p i n eelpm en is a resu t o h e iori s alcotext es s a a f learnig tug la" ies he scia oxt i i o

deve op o r reedia te th i ki g skills suc as pattern iet ificat io a d redict io.

T hi s iscussi o i s groun de d i n the resu s from a su onute i n css asses i ut

Teas where tere as esis on asso hes isin an its o

omica y disadatage stuents. Stuets i boh te exerimetal and ontl gp

were peteste a postteste wit the sa me exa ms use to ie ti stuents for e Gie

a d Ta eted ogm wihi tei istrit.Based o the rets this stu, te ne emste itrin peri siiintl i

roed the academ potentia of eonomial isavantaed studets, man f wom

ou have quaif ie for the GT program. is esut is unerstood wen ifte" esus

alte" i s c ea ry eied.

Ree eseac o the i m eleisi o ie ga es, an etig on rai n eel-

men t exad s te e r iched enirome nt co cern eo th e i mpoerised sett i. he ase

is me r css istruto as a ining sill heuisti to e proie o al stuets i ach seig


14/83

Overview

an ancient game while acquiring life skills

necessary for toay.

Figure 1 . 1 gives one acaemic example

for each challenge an for the puzzes .

Examples from other acaemic areas maybe equally compelling , but are not given

in Figure . for space reasons. For the

lass challenge , for example , Figure

. notes that chilren classi animals in

science , perhaps as herbivores , carnivores ,

or omnivores. But other acaemic areas

also require chilren to cassi. n math,cilren separate prime numbers from

composite numbers. Chilren sort wors

by parts of speech (nouns, verbs, aec

tives , etc . ) in Language Arts . n Social

Stuies , countries are classifie by their

ypes of government ( emocracy, monar

chy, communism, etc. ) .With practice an time , acaemic, so

cal , an chess skills grow. For example,

the Pa Riin challenge e

velops skills important in chess , in school ,

and in life. Some 5yearol chilren can

recognize patterns; almost all 14yearol

children can. Pattern recognition s important for aults too . Some careers require

it, such as esigners who repeat swatches

of colors throughout fabrics. n K 1 2

schools, skills such as pattern recognition

chilren's acaemic skills. Although cer

tain challenges resonate with particular

ages, sch as the Pa Rgin

chalenge with 5yearol chilren, the

challenges may be use with all chilrenages 5 1 4 . Refer t Figure 1 . 1 for the pre

requisite chess knowege for each chal

lenge.

Kinrgan (ag

Some school istricts test inergart

ners for gie an talente placement.One common assessment is classiing by

categories. n many acaemic fiels , clas

siing is important . Classiing chessmen

was copare to ifferentiating animas

( Kangas, 1 988 ) . Teach this sill wth

Chapter 3 ' s lass chalenge.

Finishing a pattern is another gite antalente assessment. A chil may be shown

a white square, then a black square, then

a white square , then a black square . The

chil raws what shou logicaly come

next . Chil chess players oen succee , as

they are familiar with the boar' s alter

nating white an back squares . Chapter3 's Pan Riin challenge uses

the moves of the chessmen to practice pat

tern recognition .

are use as assessments of acaemic po Gas 1 (ags -tential. Chapter 4 ' s first challenge , Lins

Like Eberhar' s classroom chess in asks chilren to place chessmen into files,struction , this book is esigne to improve ranks, an iagonals . A chess verson of


15/83

CAER

tictactoe, Li cobines naing the

chessen an sqares with the strategic

se of vertical, horizontal, an iagonal

lines Te Li challenge raises geo

etric awareness Chapter 4 ' s seconchalenge, D has chilren sing

chessen to captre letters place on a

chessboar Chilren for wors fro the

captre letters Unscrabling letters into

wors is a common rill in Language Arts

Gas (ags 1)

Following rules , unerstaning tat ac

tions have consequences , an ealing with

averse situations are iportant goals

for chilren Counselors help chilren to

achieve these goals With the his

challenge in Chapter 5 , chilren persevere

aer chance eterines their prootionpieces

Ga - (ags 111)St ng how goals are achieve

throgh conflict or cooperation is part of

social sties ations have thwarte each

other (wars) bt also cooperate (trae) n Chapter 5 ' s Gam challenge,

chilren ecie whether the best strategy

for achieving castling is to aim for it i

rectly or to isrupt the opponent' s castling

plans first

Ga (ags 11)Creativi within specifie rules occurs

in gaes, the arts, an acaeia Gie

an talente progras emphasize creativ

ity n Chapter 6's a challenge, chil

ren cooperatively create a 0ove chess

gae that inclues three en passant captures

Preicting is iportant in any aca

eic sbects n science, one hypothe

sizes an then experiments n Capter 6's

i challenge, chilren preict what

will happen aer various oves Then

they play the oves an see if their preictions were correct

_§§ !}'

Tournaentqality chess equipent is

reasonably price f orering 20 set/boar

combinations, the cost for each set cobine with a 20inch vinyl boar is about

$6 The set shoul be soli plastic with a

king 3 75 inches tall A set of chessen in

clues one white king, one black king; one

white qeen, one black queen; two white

rooks , two black rooks; two white bish

ops, two black bishops; two white knights,two black knights; eight white pawns,

an eight black pawns Sometimes an ex

tra white qeen an an extra black queen

are inclue, since pawns oen proote

to queens A boar has 64 squares On a

20inch vinyl boar, the squares are 225

inches by 225 inchesAlthoug the terms "white an


16/83

Overview

"bak are used , olors may vary depend

ing on the design of hess sets and boards

White refers to the light hessmen and

ight squares Blak refers to the dark

hessmen and dark squares In tournaments , the most popular olors for hess

men are off-hite for the hite hess

men) and bak Squares are ream for

the hite squares ) and green

I reommend Amerian hess Equip

ment htp:/jamhesseqom) and

United States hess Federation USF )Sales http:jjushessorg ) There

are other online and brik -and-mortar

reaiers ith similar quali and pries

A mentioned in Root 28 , pp - 7 ) ,

free boards and sets are available for

Tie I shools from the U S hess Trust

http :/jushesstrust org )

Gp insin

If you are teahing more than hil

dren, you may ant a demonstration

board The ost for a 3- inh demonstra

on board ith piees and pans, shon

next to the gobe in Figure 2 , is around$3 inluding sipping ) Alternatively,

use a omputer and proetor to display

hess positions on a sreen r display

hess positions ith an interative hite

board

If you teah feer than hildren, you

may have them gather around a 2inhboard and a set ith a 3 75 inh king A

board and set of those dimensions is shon

in fron of my rabbit Abba in Figure 2

ai

Aquire at least one set and board forevery to hildren for hallenges, puzzes,

and plang hess Bes are boards ith

algebrai notation marked around the out

side borders In algebra notation, les

are labeled ah Ranks are labeed -8

hessmen should be solid plasti , sine

hollo plasti hessmen are too easy toknok over or break Wooden sets are fine ,

though plasti sets ill be less expensive

In hapter 5 is Figure 5 , a reprodu

ible hess soresheet Soresheets are

for reording hess games in algebrai

notation An alternative is to purhase

sorebooks n Figure 3 , am heping a7 -year-old boy ith notaion that he re

orded in his sorebook

If hildren ill be paripaing n our

naments , purhase hess oks For more

information about tournaments, see hap

ter

MULTIPLE AGES

I tested this book s ontents in North

Texas Speifi ses and dates ere:

Hedrik Eementary, Leisville May

2 ; oppell Gifted Assoiation No

vember 2 ) , The University of Texasat allas June 2 ) , he enton Pub-


17/83

Chess equipment

CATR1

l i ibrary September- tober, 2 1 ) ,

he Seond Koltanoski International

onferene on hess and Eduation

November 2 1 1 ) , en ton High Shool

2 1 - 2 1 and 2 1 1 2 1 2 ) , and theTexas Sholasti hess hampionships

February 2 1 2 ) I inorporated hat

I learned from these experienes to im

prove my explanations, hallenges, and

puzzles The venues are desribed in

more detail belo

The to-hour Hedrik and oppell presentations had large, mixed audienes of

hildren ages five and older ) , eduators,

and parents About 3 people attended the

Boy with scorebook Photo courtey of UT Dallas


18/83

Overview

Hedrik hess aernoon Eigh-one peo

ple attended my oppell presentation My

UT allas hess ampers ere hildren

ages 5 9 ne amp session also enrolled

an adult a hild s grandparent ) Eahamper had 1 5 hours of instrution ith

me Typial lass size as eight amp-

ers See hapter 1 for more hess amp

details The enton Publi Library lass

ran from 2 : to 3: 3 p m on Fridays,

September 1 6 to tober 2 1 , 2 1 1 My

average attendane as seven , made upof hildren from ages 5 - 1 1 and a ouple of

adults Also at the enton Publi Library,

during the same months but on every

other Thursday morning , I taught hess to

speial needs adults I adapted the las

s and the Lis hallenges for them

Root , 2 1 1 ) n November 1 8 , 2 1 1 , Ipresened hallenges and informaton from

this book to 45 adults attending the Se

ond Kotanoski International onferene

on hess and Eduaton I volunteered

one hour a eek for the aademi years

2 1 2 1 1 and 21 1 2 1 2 at the enton High Shool hess lub Its members

ere ages 1 4 to 1 8 Attendane averaged

1 2 students My blog entries at the Mon

Roi Web site http: /jmonroiomjhess

blogj hess- experts/ dr-alexey-root htm )

desribed the high shool hess ub meet

ings n February 1 8- 1 9 , 2 1 2 , I presented o one-hour seminars for parents ,

teahers , and oahes attending the Texas

Sholasti hess hampionships At those

seminars , 23 adults and to hildren

tried this book s halenges and puzzles

The books ontents ere also revieed

by Jorge Amador , my editor at MongoosePress


19/83

ter 2

Ru

L

S o

f

HE

S

Ths chapter explans the rules of chess. For an adult, the rules take an hour to learn.

hess rules cover the six ypes of chessmen, three specal stuations promotion,

castlng, and en passan , and check, checkmate, and stalemae . If you teach beginners,

use this chapter as a resource when a later chapter s challenge or puzzle requires

knowledge of parcular rule s . Fgure . shows which challenges require knowedge

of whch chess rules . If you and the chldren you teach are already comfortable with

chess rules , you may skp ths chaper.

HESSMEN

In che, one payer h the whte chessmen

and one h the back chemen. The n,

, bhops, d kn cled

peces. Paw ced pa. See F2. for he sg sion of a chess game.

Fire 2 Starting position of a chess game.

8

Some gudelnes for seting up the pieces

and pawns correctly:

.The white king and the black king are

directly opposte each other. The white

kng s on e and the black king is on e8 .

2 .There is a white square in each play

er s lower right hand corner .

3 . The queens start on their own colors.

That s , the whte queen starts on a white

square, d , and he black queen on a black

square, d8.After White makes the first move , the

players take turns moving. ne piece or

pawn moves on each turn , except for

castling . nly the knight also may ump

over other chessmen . Two chessmen of

the same color cannot simultaneously

occupy the same square . But you may


20/83

Rules o Chess

apture an opponent s hessman ith

one of your hessmen Remove the oppo

nent s piee or pan and put your on

hessman on that square, exept for the

en passant pan apture asting anden passant are expained ater on in this

hapter

Piees and pans are assigned vaues

based on their mobiity Knoing those

vaues heps you deide hen to apture

For exampe, trading a bishop orth

three points) for a queen orth ninepoints ) eaves you six points ahead The

vaue of a pan is one point A king is not

assigned a vaue beause he annot be ap

tured

Kig

The king is abbreviated K in handriting and is represented in gurine algebrai

notation or * The king is the taest

hessman Its ron has a ross on top The

king an move one square in any diretion

In Figure 22, the hite king on e4 an

move to d5, e5, f4, f3, e3, d3, or d4 as indi

ated by the X ne of those moves is represented I , hih means "White

moves the king o the square d5 When

ubishing a hess game, the moves payed

are in bodfae Alternative moves for ex

ampe, 1 e5 ) are in pain font In Figure

2 2, the king annot move to f5 beause

then it oud be under attak by the bakpan on g6

Fire 2 2 Moves of the king K )

An attak on a king is ae a hek

A king may never move into hek If

heked , a king must get out of hek

on its next move Kings are never ap

tured Therefore, a hess game aays

has one hite king and one bak king If one king is hekmated annot get

out of hek ) , it remains on the board

When ts time to ean up for a ne

hess game , the hekmated king is

removed aong ith a the other hess

men

The king may aste one per hessgame, as disussed ater in this hapter

Q

The queen is abbreviated Q in hand

riting and is represented in figurne a

gebrai noation as or The queen is

amost as ta as the king and has a ronThe queen is orth nine points beause


21/83

CAR2

she is very mobile. The queen moves in

any direction along files, ranks, or diago

nals. She can reach any of the squares

ith X in Figure 2.3 . In algebraic ota

tion , the black queen on a8 can move tob8 , c8 , d8 , e8 , f8 , b7 , c, d5 , e4 , f3 , g2 ,

h , a7 , a, a5 , a4 , or capure the hite

pan on a3. The queen cannot capure its

on king on g8 or ump over its king. ap

turing the hite pan oud be notated

x3 The eipses . . . ) mean that

the hite move as not shon. The "xin the midde o f the back move indcates a

capture.

Fire 2 3

Moves of the queen ( Q ) .

Rk

The rook is abbrevated R in handrit

ing and is represented in fiurine agebraic

notation as or The rook is orth five

points . It ooks like the turret of a caste .The rook can move forards and back-

ards along les and side to side along

ranks. The rook can reach any of the

squares ith X in Fiure 2 . 4 . In notation,

the black rook on a8 can move to b8 , c8 ,

d8, e8, f8, or capture the hite knight ong8 . The rook movng to b8 ould be notat

ed 8 The rook can also move to a7,

a, or capture the hite bishop on a5. That

capture oud be notated I x5 The

plus sign means check . The rook is check

ing the king on a . )

a c e

Fire 2 4 Moves of the rook R )

Bihp

The bishop is abbrevated B in handiting and is represented in figurine algebraic

notation as or . The bishop is orth

three points . Its top looks le a bishops

miter. The bishop moves in any direction

along diagonals. At the beginning of the

chess game, each side has one light-squared

bishop and one dark-squared bishop. InFigure 2 . 5 , the hite bishop on c is a


22/83

Rules o Chess

darksquared bshop . It must stay on the

blak squares , marked by X From , the

bishops possible moves are b2 , d2 , e3 , or

apturng the bak pan on f4 . That ap

ture ould be notated I . xf4 In Fgure2 . 5 , Blak s bshop on d7 s a ght-squared

bishop. It an move to the hte squares

marked by rles 8 or e) or take the

knight on f5 ( I xf5) The bishops n

Figure 2. 5 ould have moved further f ther

diagonals had not been bloked by ther

on and enemy hessmen .

. .l /////

a c e

F 2 5 Moves of the bishop B ) .

KighThe kght is abbreviated N n handrt

ing and represented in gurne algebrai

notation or. It loo lke a horse.The ight orth three points. The knight

may hop over any hessmen in beteen its

old and ne squares . Thnk of the knight s

move the aptal letter "L It moves tosquares hoontally, or to squares vert

ally, and then makes a right -angle turn onto

ts destnaton square . The knight aays

lands on a square opposte n olor om

ts pror square. Fgure 2. shos the N s

moves th X n notaton, the knght anmove to g , g3 or c3 . I annot move to d4

or , beause those squares are oupied by

ts o hessmen. can capure the blak

pan on f4 , hh oud be notated I .

x£4

Fire 2 Moves of the gh N ) .

Paw

The pan s abbreviated P n handrit

ng and s represented n fgurne algebrainotation or . The pa is the short

est hessman. A pa s worth one point.

Pan moves are notated by stating the

square the pan moves to, ithout use of

the mbols or . For example, rite

e4 rather han . [ e4 hen your first move

s your kngs pan to squares forard.The pan moves straight forard but ap-


23/83

TR2

tures diagonally forward n its first move,

it h the option of moving forard either

one or to squares After eah pans ini

tial move, it moves one square at a time

In Figure 2 7 the hite pan is on itsoriginal square, so it may move either one

or to squares Those squares , e3 and e4 ,

are marked ith irles The blak pan

has previously moved, so t may move only

one square Tha square, d2 , is marked

ith a square epending on ho s to

move, eah pan an apture the otherpan, as indiated by the To notate a

apture by a pan, use the file of the pan

as its name, folloed by the x for ap

ture) , and finish ith the square on hih

the apture as made In Figure 2 7 if it

ere White to move , exd3 meaning the

e-pan aptured on d3 ) or e3 or e4are possible moves If it is Blak to move,

dxe2 meaning the d-pan aptured

on e2 ) or d2 are possible moves

SPEIAL RULES

mA pan reahing the opposite side of the

board may promote to a queen or rook,

or knight, or bishop) even if the original

piee is still on the board If the original

queen is on the board, and the set did not

ome ith spare queens , use an upside

don rook or a pan on its side to symbolize the ne queen In Figure 2 7 the

promotion square for the hite pan is

e8 and he promotion square for the blak

pan is d Notate the hite pan s pro

motion to a queen as e8 ( Q ) If the blak

pan promotes to a rook then that move isnotated as d ()

Fire 2. 7. Moves of the pan P )

aslig

Eah player may astle one during a

hess game, if ertain onditions are met

To tle, move a king to squares toard

the h-le rook kingside) or to squares

toard the a-file rook queenside ) At thesame time , the rook involved goes to the

square beside the king and toard the mid

de of the board For kingsde astling, the

rook ends up on the f-le n queenside as

tling, the rook ends up on he d-le King

side asling is notated as - and queenside

astling is notated -- Figures 2 8 and2 9 sho astling In Fiure 2 8 , White is


24/83

Rules o Chess

about to astle kingside and Blak is about

to aste queenside In Figre 2 9 , eah side

has ompleted its intended astling.

Fire 2 8 Before astling.

* ,

/%

/////

t ��

�� /////�

a c e

Fire 2 9 Aer astling

In order to tle, neither the king nor

the rook involved may have moved before

so, the king may not astle out of hek,

into hek, or through hek Furthermore ,

no piees of either olor may stand beteenthe king and the rook hih are astling

E paa ( p)

En pass ant is a Frenh phrase mean

ing " n passing and desribes a speial

pan captre . hen one hess player

moves a pan to sqares forard sothat it is on an aacent fle and the

same rank as an opponent s pan , that

opponents pan can captre the dou

bleumping pan as f t had moved only

one sqare. Hoever, f the opponents

pan does not apture en pass ant im

mediately , the option dappears for thatpartiar pan duo Bt ne opportu

nitie may arise for pans in smar ir

umstanes Figure 2 is mmediatey

after hite payed . 4 . Black may re

ply l . . . 3 or take en passant I dxc3

After the en passant captre,

Blak pan ends up on 3 an thehite pan on 4 is removed from the

board, as shon in Figure 2ll

Before en passant e . p


25/83

CAER2

Fire 2 ter en passant e p )

HEK, HEE,

D STEME

If the king is heked , it must get out of

hek immediately If there is no ay to get

out of hek , then the position is a hekmate hek is indiated by a plus sign ( + )

aer a move, and hekmate by a number

sign # ) For example, 4 h8# means

" n move 4 , White hekmated Blak by

paying rook to h8 , hekmate The side

that is hekmated loses There are three

ays of getting out of hek :

apture the heking piee or pan;

2 Plae one of your on hessmen be

teen the heking hessman and your

king;

3 Move your king aay from the hek If a heked player has none of these

three esapes, then that payer is hek

mated and loses he game In a tourna

ment , a hekmate is sored as a n one

point) for the player delivering the hek

mate

In ontrast , if a player is not in hek but

has no legal move, the position is alled a

"stalemate A stalemate is a type of dra

tie ) A dra is sored as half a point for

eah player

These preeding rules of hess ere

adapted from Let s Play Chess, a brohure formerly available from the U SF

hekmate or stalemate ends a hess

game A hek, hoever, s temporary

When a king esapes from hek, te

hess game ontinues Figure 2 1 2 has ex

erises to identi hek , hekmate , and

stalemate The ansers for Figure 2 1 2are in Appendix A


26/83

Name-

For eah Figure hess diagram ) , rite hether the position is a hek , a hekmate,

or a stalemate

. �

-

W•

? �� _

�

� %� b BB

w

b

�

uu/�

a c e a c e

Fire 2 2a is White to move Fire 2 2c is Blak to move

Fire 2 2b is Bak to move Fire 2 2d is White to move

Fire 2 2 Identify hek, hekmate, and stalemate


27/83

r 3

PIECS, PA

W

NS� m

d

S

l�k

Aer ompleting he halenges in this hapter, hildren ill:

reognize and name eah hessman,

2 demonstrate the moves and aptures of the piees and pans, and

3 identi eah square on the hessboard in algebrai notation

LASSIFY

Objiv

hildren lassi hessmen and share

their sorting rules th oher hildren

hildren learn that lassifiation by appearane is a loer level of lassifiation

than lassifiation by funton hildren

observe ho eah hessman moves and

aptures

Maial

ne set for every hild If that s no possible, one set for every to hildren A dem

onstration board (or equivalent for hole

lass instrution ne photoopy of Figure

3 for eah hild Eah hild should have

a pen or penil for ompleting Figure 3 .

ptional: Photoopies of Figure 3 3 or use

a doument eer to display Figure 3 3 26

Give the follong diretions " I ill

distribute hess sets Eah of you il sort

he hessmen into ategories You hoose

the ategories and ho to sort Then you

ill expain your sorting rules to yourpartner Your partner also sorted the

hessmen Your partner ill explain his or

her rules to you

For older hildren, as motivation, men

tion that this exerise has been done a a

university If this s a first lesson ith a

partiular group , onsider pairing hildrenho don t kno eah other Tell them to

learn eah other s names

If you have enough sets, pass out one

to eah hild Side by side ith one oher

hild , eah hild sorts his or her hess

men Then hildren take turns expaining

ho they sorted f eah par of hildren


28/83

Name=Markth squar s h r th indicat d ch ssman

an move orcatur

ith Listed innotation

an

marked on the figures hess diagrams are some of the orret ansersFor eah figure, mark the rest of the orret ansers

.l. T wi ki c mov o w The white king can move legally to f3or qur? and which other squares?

The white bishop can move to c4, d5,and which other squares?

The black queen can move to g2, ,and which other squares?

The black rook can move to g7, g6, and The white pawn can move to a3, a4, which other squares? and which other suare?Fire 3 Moves of he hessmen orksheet .


29/83

C 3

Fire 32 Boy ortng hessmen

ing his hite hessmen by ho they are

set up for the starting position of a hess

game lass as the firs haenge

that he and the other hidren tried in the

enton Pubi Library lasses Throughobservation, I learned that he already

kne something about hess So did his

9 -year-od brother, ho is standing next

to him and has simiary sorted his hie

hessmen Reaizing tha the brohers had

hess experiene as helpful for he next

hallenge, Pa iin, hereknoledgeable hildren may eah others

ho the hessmen move

Reonvene the group to disuss the

sorting rules used by different hildren

hildren may sort by the shapes or sizes

of the hessmen Some may sor based

on the funtions or moves of hess -shares a set , one il ort ts blak men Add that both levels of desription

hessmen hile the oter sorts ts ite are neessary , but that lassifiation

hessmen Then the eplan heir ate by funtion is a higher level of las-

gories to eah other ontor te pars to sfiation If you are teahng younger

allo enough time for ea o sor lren, or on t ish to ompare las

hessmen and explain s or er aego- sfaton n es o classifiation in an

es aaei ube skip the informaionThe 7 -year-ol boy in Fire 3 . 2 i or- abou r. Patrk Kangas

Dr Patr ic Kangas d iv ided i s ecl gy students at Eastern Mi c igan n iver ty

i nt tse w new nti ng abut cess, nvices at cess, an t se

played cess ("experts) . Eac grup was ased t descr ibe a et cemen.

Tse w new nti ng abut cess descr i bed te pysi ca ca racte i t ics te

cessen. Te nvices a s used pys ica descr ipt in , but inc ued te nam


30/83

Pieces, Pawns, an Squares

o te cemen too Expert gave rule or oving cheen and eir relative

va l ue Kanga ten aed tudent o con ide r ow an i mal s are c l a i ied wit i n

ecoytem Kanga ( 1 988 , p 1 6 1 ) w rote, "A e l owet level i i normati on abou

external appearance ued in ideni ica ion i ind inoraion i neceary

to keep track o indiv idual pecie, bu i conveys pracica l ly nting about e

u nct ion o pec i e Cl a iy i ng by u nc ion , a he che exper did , i a iger

level o i normation

Within the pairs and n he whole

group disussion, hidren heard chess in

formation A orret veron of ha nfor

mation is provided n Chapter 2 ollowing hapter 2 , model how a rook moves

on the empy demonstraion board Then

plae a hessman of the opposite olor on

the board and show how a rook aptures

it If you suspet that some hildren know

ho hessmen move and apture, let

those hildren teah the other hessmenas you taught the rook Ask for a volun

teer to sho another hessman s moves

and capure Offer orrecions, as need

ed , o what he chl demonsrates Con

nue wh voluneer unl he moves and

aptures of all the chesmen have beentaught Mae sure ha he chldrens

demonstraions abou the kig show hat

moves or aptures into check are no al

lowed But don t worry abou coverng

en passant, promotion, checkmae, or

castling

Aer passing ou igure 3. I each whatsymbol ( fgurines on the hess dagrams

orrespond to whch hreedmensonal

ybos Wors bbevaon

· whie k ing , b ac k ing wh qeen , b ack q een Q

M , E whie ook, b ac rook

whie b isho p , b ack b isho p

whie kn ig h , b ack kn g h N

wh ie pawn , b ack pawn Fire 3 3 Chart of the chessmen


31/83

TR3

hessmen Figure 33� whih is a hart

of the hessmen � may be distributed or

displayed Ask hildren to name the hess

man hih has the ross on its rown

Anser : the king ) Have them point outa threedimensional king hess piee as

el as the figurine king on Figure 3 or

Fiure 3 3 As needed � identi the other

hessmen as threedimensional hessmen

and todimensional figures

Evalain

Fiure 3 may be ompleted in lass or

as homeork The solutions for Figure 3

are in Appendix A Aer hildren omplete

Figure 3 � review the ansers to Figure

3 1 ith the hildren Aer the lass

hallenge� older chidren may be onfident

in eah hessman �s moves and apturesYounger hildren may need reteahing

later

onsider giving hidren me o play

hess� to monitor their oves and ap

tures orret them if the don� foow

hess rules

PTTERN REOGNITION

Objivs

hildren praie the algebrai notation

of squares hildren visualize hether a

hessman an move to a partiular white

or blak square hildren reate patternsfor eah other to reognize

Maials

Fieen stiky Post It® ) notes per

hild Eah stiky note should be slightly

smaller than a hessboard�s square

Boards one for every to hildren ) ; setsmay be used as hildren omplete the hal

lenge Ea hild should have a pen or

penil emonstration board or equiva

l e n t )

Share parts of this paragraph that youthink would be motivating to hildren �

or tell your own examples of the impor

tane of pattern reognition Aording to

Grandmaster Andre Soltis� strong hess

players have exellent board sense Soltis

2 1 � p 1 3 1 ) wrote � " You have i if� for

example� someone mentions a square likee6 or a7 and you an tell � without looking

at a diagram or a board � whether t s a

dark or light square Patern reognition

is important for aademc uccess and for

plaemen in gied and aened programs

Soua ( 2 I p . roe� " Mathemat

an be defned p he siene ofpaern.

hdren o sudy the demonstration

board sienty for three minutes� paying

speial attention to eah square�s ol or

and its algebrai name


32/83

ieces, awns, an Squares

Fire Kng on e an g

In Figure e qare name e4 hasa hite kng on an he square named

g7 has a back ng on it

To pracce e agebrac notation of

squares play e blindfod square game

If you as teacher are not condent inremembering the squares' colors explan

the rues of the game rater than emon

strating them as in this excerpt from Root

26 ) :

The teache calls a student up to the em

onstration boar The teacher trns hisor her back to the emonstration boar

The student points to a square and says

its agebrac name ou oud ithout

turnng to look at the emonstration

boar the teacher says out lou hat

color the name square s or examle

the square e4 file e rank 4 ) is a hitesquare The square g7 file g rank 7 ) is

a ck square ter the eache don

strates the acviy a stuent volueer

coul ry t Have te tuent tun hs

back to the emonstrato oar he

anoher stent pots to a sqare on te eosraton oar an names t or the

oee he oteer ten gesses r

ot oo e name square

he anote oteer has a tr to

r ( .

Pass ou boars an c noe Eachpair of chilren nee a maxmm of

3 notes Gve te foong recons

ne child thnks of a chessman an paces

a sticky note th an "X he or se as

rtten on it on any square on an empty

board Then the chld pus one bank

sicky note on a square o hch ta "X( mystery ) piece can move or capure

For the pan place sticky note where it

moves rather than on the sqare where it

captures

At te same tme he c paces the

sticky note he or she names he square n

algebrac notation The c pauses to seeif the parner ants to gess te cess

man If not the ch repeats the proce

ure ith another stcky note on another

square to hich he "X chessman can

move

The chi 's parner has to guesses to

figure out hich chessman's moves areportrayed by the sticky notes The partner


33/83

TER3

might ait to make an initial guess until

to or three stiky notes have been plaed

For hessmen other than a knight it takes

more than one stky note to be sure Al

oing to guesses remedies the problemof hessmen hih move in similar ays

For example a bishop s moves are aso

shared by the queen So a first guess of

a bishop folloed by a seond guess of a

queen is onsidered a suess Aer su

essfully guessing the partner lears the

board of stiky notes The partner reusesthe "X and blank stiky notes to portray

a ne hessman for the first hild

Figure 35 shos stiky notes that are

highighting either a bishop s or a queen s

moves Rather than using an X, the adult

questioning the hild is pointing near f3

to indiate that f3 is here the myseryhessman is loaed The 1 1 -year-old girl

examining the stky noes on f3 e d5

and 6 might have guessed "bishop or

"queen as those squares filed th sky

notes

EvalanA hildren are plaing sti noes

lsten for their use of orret algebrai no

tation for squares hek the sti-note

Fire Stiky notes shoing the

moves of a queen or a bishop

patterns to see if hey sho the moves of

partiular pees or pans Aer eah

parner has applied cy noes at east

one onsder movng on o a ne hal

enge f par fnsh a different rates disrbue e o quk fnishing pairs Those

pairs a pla chess hile others finish the

Pa n hallenge


34/83

ater 4

H ROK

Aer ompeting the hallenge n hi chaper hildren will :

) reognize fle rank and diagonal File are vertial olun Rank are horizon

ta rows All quare n a parular diagona have the ame olor

2 ) apture leer on a board and then rearrange those etter into word

LINES

Objvs

hidren utiize vertial horizontal , and

diagonal line hildren take turn and

formuate strategie

Maials

ne set and board for eah pair of hil

dren

Tel hildren to use the hessmen

as markers on a board ne hi ld ha

the 16 white hessmen and the other

hid has the 1 6 bak hessmen Taking

turns , with the hild with Whie going

firt eah hid puts one heman on

a quare As the hid plae he hes

man he or she says the heman

name and the agebrai notation of the

quare While winning i-ta-toe re

quire three Xs or s in a row being

the firt to pae four hemen of the

ame olor in a ine win hi halenge

To sueed, hidren make different

types of ines vertial horizonta, or

d iagona )

For more diffiulty, et the obetive

as five hessmen in a line When a hid

wins, he or he ell what type of ine ver

tial, horizontal or diagona) on the

halenge and whih hessmen ould move

along that type of line

33


35/83

CAPTR4

"Cnnec Fur chess ch l lenge, i nv lv i ng v in g he chessen l ign he,

ws suggesed by Grndser urice Ashley (2005):

Us ng a qu een, two rooks, a n d a bs hop, eac h plaer tr es to on ne the eces on fou n

tguous squares {ertcall, hozontal, or dagonall) One startg poston s to lace tooks on d a gon al cners an u eens an d b shops n c enter su aes e onl rule t l l

e peces m u s oe at least one efore a wn n g ost n an b eaed 1 1 )

I sed Ashley fr clrif icin f hw he ge wred. One chess plyer's

queen, w rs, nd bi shp u s be i n l i ne wi n he ge. Ash l ey (persn l

cun ic in, Augus 1 7, 2 0 1 1 ) w re :

he rules a re s m le t s a toplaer ga me, an d eac h s de taes urns m ovn g No apuresalloe unless two peces threaten an opponents iee. he normal stat ing osn te

i n t l e r he eces as n a no rmal am e o ches Hoer, ts s no rt n se; most

n and oml ageed u pon start ng post on ll do he e s tat eac ee m ust mve

t least on ce n oder to set u p a wnn n g post on

Evalai

Figure 4 1 w ibe fi iti f te Li cege. ck fur

ceme i ie.

•

• •

a c e

Fire ck winning te ie cege.

cire y te Li cege,

mke ure tt tey tke turn . iteu ce cem, te ck

ce e, te ite pce e, n

frt . ite fr ec ci t

unce te me f te cem

t ure . Obee weter te cire

ttet t . e

tckier fr cire t ertic r riz

e. e te re eiter four wite

ceme r fu bck ceme a

ie , it time t cer te bor a pay

gi. e cire migt y "bet two

ut f tree fr te Li caege be

fore pyig ce gme fr fun . Figure4 2 i t f cire i my Denton


36/83

o oo

Fire ..

Cire pyig te Lins cege.

Pubic ibrry c pyig te Lins

cege.

DEODE

Objvs

Cire write etter o ticky ote.

Ec ci pce te etter o bor

uc tt oter ci' cem my

cpture oe etter per tur. Cire'

ceme cpture etter Cire form

wor from te cpture etter .

Maials

irty ticky ote per ci . Ec ticky

ote ou be igty mer

ure o te cebor. Set boar

for eer pir of cire . Demortiobor ( or euiet ticky ote for

te teer re ptio.

Seig wor ou be t ppropri

te e for te cire pg te D

cege. Cooe wor tuie i

guge rt or wor from e . e

ce it migt icue bor e rk,igo, wi, oe, rw moe rook,

kig, biop, pw, uee, kigt cp

ture, cte, ceck, ceckmte te

mte.

P out et, bor, ticy oteto pir of cire . It i optio to pce

ticky ote o te emotrtio bor to

ow Figure 4 . 3 . Figure 4 . 3 ow po

ibe trtig poitio of te D c

ege. e wor "uee c be ecoe

er te etter re cpture by te wite

rook. Poit out tt te rook o f3 eeto cpture etter o ec moe. So te

rook cpturig o f5 -f7 c7 -c5 -5 wor ,

but te rook cpturig o f5- c5 -5 leve

it tuck o 5 wit otig to cpture o

it ext moe. Sticky ote my be ce

etterie up ( i Figure 4 . 3 ) or eter

ie ow.


37/83

CATER4

Figre 43

Decoe e wor "queen.

Wiin eac pair of cilren , e fir

cil ol a li f pelling wor (or e

ce wor lie uner Maerial . He or

e ecie wic wor to pell , leer by

leer, on icky noe.Te fir cil place te icky noe on

e boar. Te wor eer oul be

ou of orer, bu wi eac eter a rook

move away from e preiu leter. e

fir cil poiion a rook o te bar

uc a i can capure one etter er

move.Te econ cil ue e rook o ap

ure eac leer. Te icky noe on

move from eir quare . Aer repeae

rook capure , e econ cil a col

lece all e icky noe. Te econ

cil uncramble e capure leer o

reveal a wor. Te fir cil confirma e wor i e inene one . If a

new wor a been creae intea , a

i a " Eureka! inig abou ow leer

may pe more tan one wor . Ten i i

e econ cil urn o ake e pel

ing li an ome new icky noe . eecon cil wrie leer on e noe

an place tem on e boar. e fir

cil will repea te rook capure an

wor ecoing.

A wrien, i callenge reinforce

ow e rook capure . If eire, ce

men oer an e rook can be ue fori callenge. Place e leer o a e

elece cema capure one icky noe

Figre 4 4 Girl placing leerfor e D callenge.


38/83

o oo

per mve. Figure 4 . 4 w a 6year-o

gir pacig eer a iaga move apart

frm eac oter.

Evalan

A cire pay e D callege,

mir t make ure ey wrie oe le

er per icky te. Eac cil cu be e

ecer twice before te pair wices pag e gae for fu.


39/83

ater 5:

u and I


40/83

Queen

Fernand ren a schl cunselr and chess advcae Mren (2002)

wre:

I ts moel o uselig, te cessboad eeses ou ies e board a ies e-

meta or our s tua io e e ece becoe ou sk s ad resous Th

way e oe te m ll e ad us o u cess a u e e oe ye e eses the eio-

me e ve e ae oo o o ece bu e d o ae co trol

t le r m oes e do o a a u e be d a e o os i g ies

te ame is couse ode ec c de a e ake oo of i

w i y mo e e e g ay 8 }

Sae at cime if 5

mve (tt wit mve a 5

back m e witu eier

a paw m r a catre f ay ce

ma. f tut are t famiiar wi

paw rmi, ue Caer 2 t eac

i. te hos caege, Witeprme a aw. mmeiaey after,

a ere are mre paw mve p

ibe , ack rack w may mve g

by wiu a capure . f 5 mve eae

wiu a capure , ack may caim a

raw. Eac ci u cmee e

hos caege ce a Wite ace a ack.

Wie a a kig e 1 , a paw 7 ,

a a uee g7 . ack ce were

pu e back kig . Te i i Wite '

ur mve . Wie prme e

paw , Wie r a ie ee i f i wi

prme aer uee ( ie w , 2 , r 3 , a rk ( ie w 4 , a

bi ( ie w 5 , a kigt ( ie

w 6 . f rmig e aw i t

iaty cckmate, t ay cee.

ack ae after e aw i.

ai may e ageraic tati a

exaie i Caer 2 f ack i a

iexeriece ce ayer , e emay iea make ceckmrk t track

mve.

Figure 5 . 1 i creeet fr age

braic ati r fr ceckig ff mve .

Ti aicuar creeet i frm a

Merit age wiki (p:/jmeribage.

rgjwiki/iex . /mage : Ce_Screee . pf . Te Wb ie p : //

www.cuig.rgjmeribage.apx

a ifrmai au y Scu Meri

age.

Evalao

Cire ear a iffere prmicice make ceckmaig eier eaier r


41/83

EVET

I

DAE

ROUND OARD

I

SEON OPEING

IE PAIRNG O PARING NO

H BK H B

3

2 333

,

8

9

1

40

1 1

1 242 1

1 43

1 44

5

6

°

!

8

9

1 1

2

54

5

2

6

6

7 7

5

5

60

CCL CC L W W W W

SIGATUE SGAURE

Figre Scoresheet


42/83

Queen n n

more difficult . With any promotion choice ,

however, moving without thinking may

lead to draws b either the 5-move ule

or stalemate. Athough the die and Black's

moves may challenge White , White wlwin the game if he or she makes te igt

choices. hapter 7 has furthe infoa

tion about checkmating with a g

ueen against a king.

GE HOY

Objivs

hidren pactice casting. hildren im

plement principes of game theory.

Maials

ne set and board for each pair of chi

dren. Demonstration board or equival e n t ) .

Use the demonstration board to

teach how to castle . The rules of cas

tling, and diagrams to reproduce on

te demonstration board, are in hapter 2 . Figure 5 . 2 shows an 8- year- old

girl pointing to a king and rook , after

kingside castling .

Tell children that game theory considers

the ramifications of pursuing one 's own

plans, disrupting the opponent's plans, or

a combination of the two approaches . Ifmore game teory and chess comparisons

Figre .. Gl pointing to casted king

and ook.

Photo coutesy of T Dals.

are desired, see the quote fo Dan Heis

man.

Tell children the rues of the Gam

challenge . The first side to castle

kingside wins , except that if both sides

castle kingside on the same move it ' s a

draw. If White castles on move four and

Black also castles on move four, it ' s adraw. It ' s also a draw if a situation arises


43/83

CHAPTERS

Dan sman s a chss coach ad autho . sman (200) wot:

I n te ate 1 9th cetu Wo Ca mion i h e m te i i tz i n te fu da ment in-

es o osition a a A o su mm a of his wo ca n e u nd a t the Eete s u

s i te mo ng the seea imotan ieas stu ated, one as tat a c ess game eis i n

eu i ibr i u m an tat a ae wo have o ma e a mistae in o de to se

A coo a o ti n itz' s ok is at a ae can 't in a an ga me ma ing i i an t

moves a eo etia awn ae ca on e on as a esu of an ooe nt' s misa

t ma tae a ia nt move t in oint tat mistake a d m ake it a aret, bu t e un a-

men t inc i e a ies: i n e for ou ga me to get ette, i t eu ies a mistak ur

oonent

ti ni' s great cedi t, te m ai at of hi s theoy was proe a bou t w nt es ate

mateatician Enst Zemeo, a ioee in matematia game th o. I I ma a

ase eme o, he state ( am on g oter a icat io s} tht fo a f in i e, com et no-

ge game (such as c hess, o, o cece s ) , i f te game h as an i i t ia si in ta is i-

ing f one p aer, then te aer o is winn i ng wi ema in wi ing u ess e a es a

mistae a i the gam e as a n in i tia osi tio that is theoetica ran it i ema in awn

u ess ne p aer make a mistae . T is es t i s bas ia te sa e as t Seiniz rote,

eet tat Stei i t im p ied tha te i n i t ia ess siti is dan, i e e o eenei to an simi a gam i c u in g those tat egi n ith a oe in fr o e a ye

whee nethe e c c chl

en the opton o c

" te ft e to cte

Ctng wtten

ng wc te ng towa t ctin oo. te e

chllenge, ctng by n n e

peon e fo a ng walng one ae

at a tme to t catle ae, fo exmpe

;e 1 f2g 1 oe not cont a ctlng.A chlen to play the am

challenge twce a hte an twce Black. Chen hol ealuate whethe

the me wn w be o

wethe one e c c n

m o ene w

yeol

coente, "he f yo ty to bea

e eaton of t . A long

e now how al the pece

oe, tey o be fne ung th cha

enge to en catlng. By applyng the

nowege of ctlng le n t chal

lenge, playe clafy the netnngof toe le . A an optonal extenon ,


44/83

Queen nd n

ak chlen to come up with thei own

vaiaton on the Gam chal

lenge.

Evalan

Ak chilen to analyze what happene

uing the Gam challenge. he

will likely note that , if both e onen

tate on imply catling kinge hem

elve, it wa a aw in fo moe. Yet

ome chilen may hae acifice to foce

thei opponent' ing o moe, peventing

catling. Dicu whethe aciicng i a

effective tatey in thi challenge Fom

my obevation, concentating on caling

oneelf i bet . evethele , one mut not

allow one ' opponent to iupt one cang.

B plang the Gm cha

lenge hlen lean to castle ealy. a

ng thin the fit move i eential

n mo che opening. Appenix A ha

notation fom ault attempting the Gam

challenge.


45/83

ater 6

PWN and


46/83

Pawn an

th except fom Root ( 28, 228)

to teac en passant

W h n w on e ageba

ic

b

a ak paw

e ag baally ee fok

g te e ps

sa l an e aw tat obejumps

na t le f t e op

n eaty exece , te

jumg afe om te . . ue A wte awn apt e a on e x ak a a bla ang

e p a on te ,

o ae o ame fe t t

y paw hatey pn

re

-

e fom te a

On

the

tfollng

e ou ow e

a y

f n o a ae a hat

oon r

5 g 8 o o -

n k ' fsEx a

ow

m

v

es

n ease

ae et, u

o

l

w n age) d5 d6 .. Reove

b

u he ae . . x6 5 . d c5

k sut a wite

o

ey ol en eal

h a 6 L (dvlopig the

N

,

6 i b

5

elng the bo ) ,a

dx e L ' s ee tha t

e 6 . L n en

6 . . . f6Now a

can pay . x6 p T

anse s no,

becae e p mt beed

-

oe mmeately afte an ont ' oble-m ov ofc te oa )

be ne ba, two

coeee, an o wg ement

to eac pa of ce e eac a to

ceate a che game of moe ewhch feate thee en pass ce

Snce pece ae ot neee fo exe

ce , aow pa to begn a aoa

tatng poto ( wth 32 cee o

n a tatng poto wth t g a

paw, a hown ge 6 1 ac c

o otate the ceate che gme o acoeet

Fire . .Statg poto fo kng an pawn


47/83

6

Evalain

Help pai with notatng thei che

game A they ceate thei che game,

he chilen may alo nee claification of

en passant Appenix A contain an example of chilen wok

PREDIT

Objivs

hilen peict the outcome of a paticula che potion Pai of chilen ex

peiment , etemining if thei pection

wee coect

Maials

One boa an et fo each pai of chil

en Demontation boa (o equivalent ) Dy-eae boa with make ( o

chalkboa with chalk , o equvalent )

The i challenge ffeent

fom the othe challenge in ng

with Chess The ohe challenge haemultiple acceptable input an ouput

A mentione in hapte 1 , thoe chal

lenge pomote ivegent thinking In

contat, the Pi challenge inclue

two puzzle Thoe puzzle ae peci

fied che poiion ach poition can

be olve with a paticula equence ofmove The ight anwe to the puzzle

ae hae uing the evaluation pat of

thi challenge By paticipating in thi

chalenge , chilen pactice the conve

gent thinking ue in olvng puzzle in

chapte 7 - 9 .Befoe the i challenge, iplay

Figue 6 2 on the emonation boa

Figue 6 2 an 6 3 ae fom engame

tuie by Guliev ( 2 3 ) Figue 6 2

ha a white king ( on g6 ) an two white

knight ( on d6 an e6 ) an a black king

( h 8 )

Figre e engame tuy

wo e 6 pawn )

k len f they believe that, with

hie to moe an both ie to play thei

bet move, Figue 6 2 i a win fo hite

o a aw Reco the vote fo win o

aw on the y-eae boa hen place

an aitional black cheman, a pawn, on

a6 The new poition i hown in Figue6 3


48/83

Pawn an

a c

�

"" 'y �

e

Figre Gule egame tuy( wth the a6-pawn ) .

ith hte to moe Figue 63, wll

the oucome wth bet play be a aw, a

wn fo hte, o a win fo Black? Once

again , eco chlen' pecto on the

yeae boa Then pai of chlenue boa an et to tet the peic

tion fo Figue 6.2 a 6 3

Ae econening the whole cla , hae

chlden oe again on the outcome of Fg

ue 6 2 an Fgue 6 . 3 . ow chien to

tate thei vaiation in algebaic otation .

A they o, wite thoe algebaic ota

ton on the y -eae boa an how the

moe o the emontaton boa O

hae chle o ome of thoe witng an

howg tak .

Evaao

Show the two olutio on the emon

taton boa: hout a black pawn,

the oluto I . f7 + W g 8 2 . 6+

*8 3. g 5 stalemate. th a black

aw , the oluton I . f7 + g 8 2 . 6+ * 8 3 . g5 a5 . g f7 #

Thee olution ae aapte fom Gule

( 23 , p 74 , a cte o the kpe

a page http: /jen.wkpeaogjwk/

Two_knight_engame. o emphaze

otato , alo wte the oluton o the

yeae boa. Fo futue efeece,ole chlen houl copy the tatng

poto ( whte kng on g6 ; two whte

kght , o 6 a e6 ; a black kng on

h8 ; an a black paw o a6 , o o black

pawn ; hte to moe ) a the olu

ton.


49/83

apter 7

GAM CHCI


50/83

Engame Checkmates

Figre A two-oo mate .

In Fiue 7 . 3 , a n an queen e

sus kin mate , hite is checkmate he

bac queen is both checin the kin an

contolin its escape squaes he white

in cannot captue the queen , as the

bac in efends he

a c

Figre

A in an queen s kin mae

In Fi 7 .4 , a an k e mae, Back is checate. he white n

conts the b-le esca squs and the

white checs we cont the ae

a c e

Figre A in an oo s . in mate

In Fiue 7 . 5 , a in an two bishops

esus n mate, hite is checkate

he blac kin contos h2 . he asquae bishop contos . he liht

squae bishop eies checate o the

white in on h

Figre A in an two bshops s

in mate


51/83

CATER 7

In Figue 6, a king, bihop, an

knight eu king mate, Black i check

mate he white knight contol b8, the

white kng contol a an b , an the

white bhop elie checkmate

Figre A king, bihop ,an knight king mae

Later in this chapter ae puzzles . S nce these puzzes are checkmates n one

move, the defender's k i ng s a eady on an edge o n a coner.

In ea l chess games, lone k ngs may be n te center nstead. Ten t e attacke

must hed the defending king fom the cente to an edge or coner. Expanatons

of tat ed i ng p rocess, fo a king and queen against a king and fo a king andok against a ing, are in Eade (2005 , pp. 66-78) , Root (2009b, pp. 6365 ) , and

Woff (2005 , pp. 5 570) C hecmat i ng with a k ng and two bs ops o wit a k i ng,

b sop, and kn ight taes any oves. Endgame boos, such as F i ne ( 1 94 1 , pp . 3 -

5 ) , expl a n how to accpl ish hese checkmates . Pandol f n i ( 1 986 , p p. 1 3 1 1 3 7)

taugt the k i ng , b i shop, and nih against ing checae. USCF and Kuzdofe

(2003 , pp. 1 501 58) a l so desraed l he endgae cecaes i s ted n t i s

paagraph.

hpte lit eb ite fo leaning

moe abou engame checkmate Ap

penix B inclue book that emontate

engame checkmate Onemoe engame

checkmate , uch a the puzzle late in

thi chapte , occu when the efeningking i aeay on an ege he numbe

of moe neee to checkmate inceae

when the efening king begin in the cen

te

Hae the chilen pactice engame

checkmate togethe, with et an

boa One chil take the attacke ole , fo example haing a white king nd


52/83

Endgame Checkmates

queen The othe chi has a one back

kin, pace in the cente to make pactice

chaenin Such a statn position miht

be white kin on e , white queen on ,

an back kin on e5 , with hite to moe,as in Fiue 7.7 . Pay shou continue

unti checkmate o saemate , o unil the

50-moe ue is exceee hen the two

chien shou switch oe

a c e

Figre . .

Statin position o pacticin the

kin an queen s kin mate

en when a eenin kin beins

in he cente , youn chien can mas

te the k n an two ooks esus kin

checkmate o the kin an queen e

sus kin checkmate The kin an ookaaint kin heckmate may be the most

fiut one matee b youn chi

en e hien an ean the kin

an two bshop esu kn checkmate

Aance ole chilen wi maste the

kin, bishop , an knht eus kin

checkmate

PUZZLES

I you wou ike to ie hints fo solin

the puzzes in Fiue 7 . 8 , te the chien

that Fiue 7.8a has thee moes whichae checkmate in one Fiue 7 8 has two

coect answes A the othe puzzes hae

ust one coect moe o checkmate in

one The answes o Fiue 8 ae in Ap

penix A


53/83

ae

Fo each Fiue . 8a though . 8f ) , indicate all the checkates in one ove . Fo soeuzzes thee is oe than one ove that is a checkate. o show thei answes, younge chiden ay aw aows on the figues . Olde childen should wite thei answesin agebaic notation .

Figre . a is hite to ove.

Figre . is hte to move.

Figre . is Back o ove .

Figre . is Back o ove.

Figre . Be is hite to ove.

Figre . is Black to ove .

Figre . . ndgae checkae uzzes.


54/83

apter 8

B ci< -< adOTR


55/83

T

tween uele an ueful blockng by the

efene Fgue 8 an 8 3 ae taken

fom Fche et al ( p 4 ) In Fgue

8 , Black to move, Black ueley n

tepoe wth . . e 8 hat block tempoay, a checkmate tll come

wth 2. e8#

Fi

Black wll uelely bock wth l. e8

Fi A pcal backank mate

he poton n Fgue 8 2 eult ae

2. e8# n Fgue 8 Fgue 8 2 a

ypcal back-ank mate Keep t n mn

when olvng th chapte puzzle an

when attackng n che game

In contat , Black to move n Fgue 8 3

top checkmate Black uefully ntepoe

f8. Black ha blocke checkmate

hen efenng agant a back-ank

mate, emembe Fgue 8 3

�- - 7

a c e

Fi

Black wl block ccefully wth . f8

Polga an uong (25, pp 24-

2 2 ) gae "wokng backwa a

gam ( Fgue 8 4 , 8 5 , an 8 6 ) about

the mothee mate In Fgue 8 4 ,

hte checkmate n one move wth I .

f7 #


56/83

Back� Rank an Smothere Checkmates

a

e

Fi hte to oe n te n one

Fgue 8 5 te ypc fnl poton

of othee te It ge 8 one

wte, "How cn e checkmate two

move? See Appenx A fo the we

Fie

hte to ove n te n two

move lte Keep Fgue 8 5 n n when Pog n uong (25, p 22) alo

plannng othee checkmate ke bout ue 8 . 7 , whch e

Fie

A typc othee mte

Fg 8 .6 F 8. 5 by twomove Polg n uong ( 25, p 22 )

8 . 6 one ove ele, " Ung the e ptten, how can hte checkte n thee

move? See Appenx A fo the nwe

Fire hte to move an mae n thee


57/83

CAPTER

As Eade (2005 , p . 1 3 1 ) w roe, "he sohered ae is a bi rarer in practice

tan te oer queen and n ig h aes bu is si l worh nowi ng . f you get

a chance o de iver checae in h is way , cons ider yourse f o be extreely

c o o .

Chapte gie eb te wth fte

checkmate intction n oe pzze

See alo ome of the boo te in Appen

x B

PUZZLS

Fige 8 . 8 ow two yea-o boy

figing ot a bac-ank mate in one

oe ith hite to moe, can yo fin

te anw? Check yo anwe n Appen

ix A

Mongooe Pe fan Rob Bena of

en Rige, J hae hi expeience

wt back an checkmate He wote ," w the ft tonament game

I ee aye ( I w 1 3 an nate ) ,

n ot wt bac- nk mate ee

Fire hite to moe an mate n one Photo cotey of U Dalla


58/83

Back� Rank and Smothered Checkates

happee to me agai he lesso was

leane! he game was fom oun

of the Juio High School atioals

( Pensylaia May 3 , 98 ) Rob was

hite a Doug Baetz was Black 1 . f4e5 2. e4 ef4 3. f3 d6 4 . d4 'f6 5 .

c3 g 4 6 . c4 'bd7 7 . e5 de 8 .

de5 f3 f3 'e5 1 0 . xf4

6 1 . e3 0-0 1 2 . 00 4 1 3 .

g 5 e8 1 4 . f6 xf6 1 . d5

e I # 0- 1 In tonaent gae -

meas that Black won an gets oe

poin ) , while - meas hat hite

won ach playe gets a half a pont fo

a aw At the e of a tounamet , the

playe with the mos poits is the wn

e Moe ifomatio about touamets is in Chapte

If ou wol like to gie chile hits

fo sog the pzzles in iue 8 9 , shae

that ie 89b an 89c ae checkmates

in two moes he othe o puzzles ae

checkmates i oe moe he answes fo

igue 8 9 ae in Appeix A


59/83

Name

or each igure ( 8 9a thrugh 8. 9f) , find the one or two moves to checkmate. " Checkmate intwo moves sometimes means play a move for White, then Black responds then White plays thecheckmating move. Or it means play a move for Black, then White responds then Black plays thecheckmating move. Each puzzle's directions tell whether it is initially White's turn or Black'surn o move. To indicate their answers, younger children may draw arrows on the figures Olderchildren should write their answers in algebraic notation.

d

Figre . is Back to move.

Figre . is Black to move .

Figre . . Back-rak ad smothered mate puzzes .


60/83

ater 9

DouBLED anISCOVER HC


61/83

TER9

the king has no safe squares . Therefore,

Figure 9 . 2 is a doube ceckmate .

Fire 92 A doube checkmate.

"Before and aer diagrams for discov

ered checates resembe those for doubed

checates . Before, in Fgure 9 . 3 , a piecemoves to uncover ( boo! another piece' s

check. In this cse, the igt on h7 moves

to revea the qeen on h gving chec.

White to move and discover chec

Ater, as in Fire 9 . 4 , it' s checkmate.

The knight captured on f6 with checkmate

( I . f6# ) Aternative night moves,

such as . g5+ , are discovered checks. .

g5+ is not a checkmate, because Blackwoud repy . . .xh5 . By taking the white

queen on h5, Back escapes check.

Fire 9 4 A discovered checkmate.

Chapter gives Web sites with rther

checate instruction and more puzzes . See

aso some of the boo sted in Appendix B .

PUZZLESf ou woud ike to give chidren hints

for soving the puzzes in Figure 9 . 5 ,

sare that Figure 9 . 5a , 9 . 5b , and 9. 5d are

checkmates in two moves. The other three

puzzes are checkmates in one move . For

Figure 9 . 5c , severa moves wi checkmate

in one . The answers for Figure 9 . 5 are inAppendix A.


62/83

Name-

or each igure ( 95a thrugh 95f ) , find the one or two moves to checmate " Checmate intwo moves sometimes means play a move for White, then Blac responds then White pays thechecmaing move Or it means play a move for Blac, then White responds then Blac plays thechecating move Each puzzle's directions tell whether i is initially White's urn or Blac'sturn o move To indicate their answers, younger children may draw arws on the gures Olderchildren should wrie their answers in algebraic notation

d f h

Fire . i

thinking with chess

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