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

One Wasn't Square

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

Several people sent in the correct answer to this problem. Phoebe and Lea, both at Cottesmore School tell us how they worked through it:

We found this out by adding 6 and 5 together which makes 11.
We wrote out squared numbers to 100 and then we realised that the only squared numbers with a difference of 11 between them were 25 and 36. Therefore the numbers had to add up to 36.
We then did 20 + 5 and then 11 which all makes up to 36.

Lucy and Melissa who are at Woodfall Junior School explain which number is on each child's back:

Bob's number is 11, Mona's 20 and Jamie's 5.
Mona saw 11 + 5 = 16
Bob saw 20 + 5 = 25.
Jamie looked at Bob and Mona and got 31 which is 5 less than the square number 36 and 6 more than 25.

Kevin also sent in his work on this question:

We know that Mona's number plus Bob's number is 5 less than a square and 6 more than a square. So these squares must be 11 apart. I wrote out the first few squares and saw that they get further and further apart, and the only ones that are 11 apart are 25 and 36. So Mona's number plus Bob's number is 31. We know that when you add them all up you get a square, so Jamie's number plus 31 is a square. From the hint, all the numbers are less than 40, so Jamie's number plus 31 is 36. So Jamie's number is 5. Then I found that the only way we could make the rest of the problem work is to have Mona's number as 11 and Bob's as 20 (or the other way round).

Thanks for these solutions to what can be an interesting exploration.

You may also like

Pebbles

Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?

Bracelets

Investigate the different shaped bracelets you could make from 18 different spherical beads. How do they compare if you use 24 beads?

Sweets in a Box

How many different shaped boxes can you design for 36 sweets in one layer? Can you arrange the sweets so that no sweets of the same colour are next to each other in any direction?

  • 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