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2. List coloring - Wikipedia

   en.wikipedia.org/wiki/List_coloring

   Let the available colors be represented by the q 2 different two-digit numbers in radix q. On one side of the bipartition, let the q vertices be given sets of colors {i0, i1, i2, ...} in which the first digits are equal to each other, for each of the q possible choices of the first digit i. On the other side of the bipartition, let the q q ...

3. Paint by number - Wikipedia

   en.wikipedia.org/wiki/Paint_by_number

   The user selects the color corresponding to one of the numbers then uses it to fill in a delineated section of the canvas, in a manner similar to a coloring book. The kits were invented, developed and marketed in 1950 by Max S. Klein, an engineer and owner of the Palmer Paint Company in Detroit, Michigan, United States, and Dan Robbins, a ...

4. Elementary arithmetic - Wikipedia

   en.wikipedia.org/wiki/Elementary_arithmetic

   Example of addition with carry. The black numbers are the addends, the green number is the carry, and the blue number is the sum. In the rightmost digit, the addition of 9 and 7 is 16, carrying 1 into the next pair of the digit to the left, making its addition 1 + 5 + 2 = 8. Therefore, 59 + 27 = 86.

5. Carry (arithmetic) - Wikipedia

   en.wikipedia.org/wiki/Carry_(arithmetic)

   Example: The addition of two decimal numbers. A typical example of carry is in the following pencil-and-paper addition: 1 27 + 59 ---- 86 7 + 9 = 16, and the digit 1 is the carry. The opposite is a borrow, as in −1 47 − 19 ---- 28

6. Addition - Wikipedia

   en.wikipedia.org/wiki/Addition

   A number-line visualization of the algebraic addition 2 + 4 = 6. A "jump" that has a distance of 2 followed by another that is long as 4, is the same as a translation by 6. A number-line visualization of the unary addition 2 + 4 = 6. A translation by 4 is equivalent to four translations by 1.

7. Mnemonic major system - Wikipedia

   en.wikipedia.org/wiki/Mnemonic_major_system

   Memory feats centered around numbers can be performed by experts who have learned a 'vocabulary' of at least one image for each 1 and 2-digit number, as these can then be combined to form narratives. Learning a vocabulary of 3-digit numbers is harder, because ten times more images need to be learned for each extra digit.