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

Spot the Fake

Age 14 to 16
ShortChallenge Level Yellow starYellow star
  • Problem
  • Solutions

At each weighing we should compare two sets of coins where each set has the same number of coins. There are three outcomes:
  1. Left-hand set is heavier
  2. Right-hand set is heavier
  3. The sets have equal weight.

In case 1, the fake coin is in the left-hand set, in case 2, the fake coin is in the right-hand set and in case 3 the fake coin is in neither set.

Consider the following flowchart. Each red/blue ellipse represents a weighing. If the left-hand set is heavier follow the red arrow, if the right-hand set is heavier follow the blue arrow and if the two sets are the same weight follow the purple arrow.



There are $9$ possible routes through the flowchart and so there are $9$ possible outcomes. At the end of the two weighings you could end up at any outcome and we want to be able to tell which coin is fake, so we can only test at most $9$ coins.

Can we test $9$ coins? Yes. Label the coins $1$,$2$,$3$,...,$9$ and see the diagram below. 

 

For example, if the set $1$,$2$,$3$ has the same weight as $4$,$5$,$6$ the the fake coin must be one of $7$,$8$,$9$.

If $7$ is heavier than $8$ then $7$ is fake, or
if $8$ is heavier than $7$ then $8$ is fake, or
if $7$ and $8$ are the same weight then $9$ is fake.


So the largest possible value for $N$ is $9$.

This problem is taken from the UKMT Mathematical Challenges.
You can find more short problems, arranged by curriculum topic, in our short problems collection.

You may also like

Doodles

Draw a 'doodle' - a closed intersecting curve drawn without taking pencil from paper. What can you prove about the intersections?

Russian Cubes

I want some cubes painted with three blue faces and three red faces. How many different cubes can be painted like that?

Polycircles

Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?

  • 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