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For younger learners

  • Early Years Foundation Stage

Mathematical Modelling - Short Problems

This is part of our collection of Short Problems.

You may also be interested in our longer problems on Mathematical Modelling.

To Run or Not to Run?

Age 11 to 14
ShortChallenge Level Yellow starYellow starYellow star

If an athlete takes 10 minutes longer to walk, run and cycle three miles than he does to cycle all three miles, how long does it take him?

Hiking the Hill

Age 14 to 16
ShortChallenge Level Yellow star

Sarah's average speed for a journey was 2 mph, and her return average speed was 4 mph. What is her average speed for the whole journey?

The London Eye

Age 14 to 16
ShortChallenge Level Yellow star

The 80 spokes of The London Eye are made from 4 miles of cable. What is the approximate circumference of the wheel?

Honey Bees

Age 14 to 16
ShortChallenge Level Yellow star

How many bees could fly 1000 miles if they had 10 gallons of honey?

Travelator

Age 14 to 16
ShortChallenge Level Yellow starYellow star

When Andrew arrives at the end of the walkway, how far is he ahead of Bill?

Tennis Training

Age 14 to 16
ShortChallenge Level Yellow starYellow star

After tennis training, Andy, Roger and Maria collect up the balls. Can you work out how many Andy collects?

Packing Boxes

Age 14 to 16
ShortChallenge Level Yellow starYellow star

Look at the times that Harry, Christine and Betty take to pack boxes when working in pairs, to find how fast Christine can pack boxes by herself.

Relative Time

Age 14 to 16
ShortChallenge Level Yellow starYellow star

Albert Einstein is experimenting with two unusual clocks. At what time do they next agree?

Trolley Park

Age 14 to 16
ShortChallenge Level Yellow starYellow star

In a supermarket, there are two lines of tightly packed trolleys. What is the length of one trolley?

Travelling by Train

Age 14 to 16
ShortChallenge Level Yellow starYellow star

Stephen stops at Darlington on his way to Durham. At what time does he arrive at Durham?

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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.

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