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

Garden Shed

Age 11 to 14
Challenge Level Yellow starYellow star
Secondary curriculum
  • Problem
  • Student Solutions
Together, the beams of wood used to make the shed roof measure $780cm$. Here's a really clear solution diagram that Hamza from Hitchin Boys' School made:



The second part of the question asked whether we could use less wood by changing the red length of $120cm$. Lots of people who thought about this question used different methods.

Sean from Sacred Heart Catholic College tried some different values for this red length to see if they used less wood:


If the red length was $100cm$ the middle beam would be $100cm$ also, we can tell this using the bird's eye view.

Then, using the same technique as the first part of the question with triangles and Pythagoras' theorem I discovered the sloping beams are $167.3cm$.

So a roof with red length $100cm$ would require $4x167.3+100=769.2cm$ of
wood; $10.8cm$ less than that needed for a roof with red length $120cm$.

Eleanor thought about the length of wood needed as a function of the red length, and drew a graph of this function:

Let the length of the red line be $x$. To find the shortest possible length, the best way is to plot a graph of the points for the equation $y=\sqrt{x ²+18000} \times 4 + 300-2x$. This is the total length of wood needed when the red length is $x$. I used an app to plot my graph and give me the table, screenshots below. The table of results shows that the shortest possible legnth of wood need is $764.758$ and the value of $x$ needed for this is approximately $77.5cm$.



Joshua from QEGS Penrith and Niharika from Rugby School also thought about the total length of wood needed as a function of the red length, and used calculus to find the minimum value this function takes. Here is a link to Niharika's solution.

You may also like

Square Pegs

Which is a better fit, a square peg in a round hole or a round peg in a square hole?

The Old Goats

A rectangular field has two posts with a ring on top of each post. There are two quarrelsome goats and plenty of ropes which you can tie to their collars. How can you secure them so they can't fight each other but can reach every corner of the field?

Isosceles

Prove that a triangle with sides of length 5, 5 and 6 has the same area as a triangle with sides of length 5, 5 and 8. Find other pairs of non-congruent isosceles triangles which have equal areas.

  • 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