High School Generating Teams to Equally Distribute Papers for Evaluating

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The discussion revolves around the challenge of forming teams to evaluate a set of papers, ensuring that each team member evaluates a similar number of papers. With 9 evaluators and 40 to 56 papers, the goal is to create triplets where each member evaluates at most one more paper than others. The proposed method involves using determinants to generate unique triplet combinations, particularly when the number of papers is a multiple of 6. If not, any remaining evaluations can be assigned manually. The approach also highlights the logistical benefits of easier scheduling and reduced health risks.
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I have ##N## papers to be evaluated, ##40 \le N \le 56##. I have 9 people named A - I that need to be put in teams of 3 to evaluate the papers individually, i.e. 3 evaluations per paper. There are ##\begin{pmatrix}9 \\3\end{pmatrix} =84## triplets that can be formed. Thus there are more teams than papers. The constraint in forming the teams is that any member will evaluate at most one more paper than any other member. My approach so far has been to use determinants to form triplets. For example, ##\begin{vmatrix} A & B & C \\ D & E & F \\ G & H &I \end{vmatrix} ## gives 6 triplets with each letter appearing twice. Thus, the equal distribution of load can be achieved if ##N## is a multiple of 6. If it isn't, the remainder can be assigned by hand. There should be 14 such determinants. My question is how do I generate them uniquely?
 
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Do the teams need to be different for every paper? If not then the trivial approach is to make three teams, ABC, DEF, GHI, assign 1/3 to each team. Then you get exactly equal load for every multiple of 3, and differences of 1 for every other number, something you cannot avoid in these cases.

As additional benefits it makes scheduling meetings easier and limits the spread of infectious diseases better.
 
Here is a little puzzle from the book 100 Geometric Games by Pierre Berloquin. The side of a small square is one meter long and the side of a larger square one and a half meters long. One vertex of the large square is at the center of the small square. The side of the large square cuts two sides of the small square into one- third parts and two-thirds parts. What is the area where the squares overlap?

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