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Rules can be changed here too: it can be agreed before the game starts that matching pairs be any two cards of the same rank, a color-match being unnecessary, or that the match must be both rank and card suit. The game ends when the last pair has been picked up. The winner is the person with the most pairs. There may be a tie for first place.
Matching games are games that require players to match similar elements. Participants need to find a match for a word, picture, tile or card. For example, students place 30 word cards; composed of 15 pairs, face down in random order. Each person turns over two cards at a time, with the goal of turning over a matching pair, by using their memory.
Word walls can be used in classrooms ranging from pre-school through high school.Word walls are becoming commonplace in classrooms for all subject areas. High schools teachers use word walls in their respective content areas to teach spelling, vocabulary words, and mathematics symbols.
A pairing-strategy for Breaker requires a set of element-pairs such that: All pairs are pairwise-disjoint; Every winning-set contains at least one pair. Whenever Maker picks an element of a pair, Breaker picks the other element of the same pair. At the end, Breaker has an element in each pair; by condition 2, he has an element in each winning-set.
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A diptych (/ ˈ d ɪ p t ɪ k /, DIP-tick) is any object with two flat plates which form a pair, often attached by a hinge. For example, the standard notebook and school exercise book of the ancient world was a diptych consisting of a pair of such plates that contained a recessed space filled with wax .
Correlative verse: matching items in two sequences. Diacope: repetition of a word or phrase with one or two intervening words. Elision: omission of one or more letters in speech, making it colloquial. Enallage: wording ignoring grammatical rules or conventions. Epanalepsis: ending sentences with their beginning.
The term "autohyponym" was coined by linguist Laurence R. Horn in a 1984 paper, Ambiguity, negation, and the London School of Parsimony. Linguist Ruth Kempson had already observed that if there are hyponyms for one part of a set but not another, the hypernym can complement the existing hyponym by being used for the remaining part.
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