Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Bike Ride

Age 7 to 11
Challenge Level Yellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

Why do this problem?

This problem could be used when time, length and distance are being introduced or discussed. It also requires careful thinking to work out how the problem should be tackled.

Key questions

How long would it take Nirmala to get to the market? And how long would it take Riki?
At what time do they want to meet in the market?

Possible extension

Learners could vary the speed or the distance and possibly work out a table of results.

Possible support

Starting by working out how long each one takes to travel the 9 kilometres will help some children. Others may find it useful to draw a sketch map.

You may also like

Times

Which times on a digital clock have a line of symmetry? Which look the same upside-down? You might like to try this investigation and find out!

Clock Hands

This investigation explores using different shapes as the hands of the clock. What things occur as the the hands move.

Ten Green Bottles

Do you know the rhyme about ten green bottles hanging on a wall? If the first bottle fell at ten past five and the others fell down at 5 minute intervals, what time would the last bottle fall down?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo