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

Same Answer

Age 11 to 14
Challenge Level Yellow starYellow star
Secondary curriculum
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

Same Answer printable sheet


Aisha has been practising arithmetic with fractions.

She worked out $4\frac{1}{2} - 3$ but then she realised that she had misread the question, and the teacher had actually asked her to work out $4\frac{1}{2} \div 3$
When she worked out the division, she was surprised to find she got the same answer to both calculations!

Aisha decided to look for other calculations where replacing the division sign by a subtraction sign does not alter the result of the calculation.

Here are some of the examples she tried:

$3\frac12 - 2$ and $3\frac12 \div 2$

$5\frac12 - 4$ and $5\frac12 \div 4$

$5\frac13 - 4$ and $5\frac13 \div 4$

$6\frac17 - 5$ and $6\frac17 \div 5$

$7\frac15 - 6$ and $7\frac15 \div 6$

Which of Aisha's examples give the same answer for both calculations?
Can you spot any patterns?


Click below to see two different observations about the examples where the answer is the same.

 

 


"I noticed that in the examples that worked, the denominator in the fraction was one less than the number being subtracted."

"I drew a diagram to help me understand:

 
The top shows $5\frac13$.
The second row shows $5\frac13-4$
The third row shows $5\frac13\div4$."
 

 


Can you find a general rule?


Extension:

Can you justify this rule algebraically? 

What happens if you replace the subtraction sign with an addition sign?



With thanks to Don Steward, whose ideas formed the basis of this problem.

 

 

 

 

 

 

 

 

 

 

 

You may also like

Tweedle Dum and Tweedle Dee

Two brothers were left some money, amounting to an exact number of pounds, to divide between them. DEE undertook the division. "But your heap is larger than mine!" cried DUM...

Sum Equals Product

The sum of the numbers 4 and 1 [1/3] is the same as the product of 4 and 1 [1/3]; that is to say 4 + 1 [1/3] = 4 � 1 [1/3]. What other numbers have the sum equal to the product and can this be so for any whole numbers?

Special Sums and Products

Find some examples of pairs of numbers such that their sum is a factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and 16 is a factor of 48.

  • 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