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

Snapped Palm Tree

Age 14 to 16
ShortChallenge Level Yellow starYellow star
Secondary curriculum
  • Problem
  • Solutions
Labelling the two parts of the trunk
Suppose the vertical part of the trunk is $a$ and the slanted part is $b$, where $a$ and $b$ are in metres, as shown below.


Then $a+b=16$, and $a$, $b$ and 8 are the sides of a right-angled triangle with hypotenuse $b$, so $a^2+8^2=b^2$.

This gives us the simultaneous equations $a+b=16$ and $a^2+64=b^2$.

Solving by substitution of $b$
Since we want $a$, it is sensible to make $b$ the subject of one of the equations and then substitute that into the other one.

$a+b=16$, so $b=16-a$.
Substituting that into the other equation gives $$\begin{align}a^2+64&=\left(16-a\right)^2\\
a^2+64&=256-32a+a^2\\
64&=256-32a\\
32a&=256-64\\
32a&=192\\
a&=6\end{align}$$
So the height of the part of the trunk that is still standing is 6 metres.

Solving by substitution of $b^2$
Since we want $a$, it is sensible to use substitution to remove $b$ from the equations. As $b^2$ is already the subject of the second equation, we could also make $b^2$ the subject of the first equation, and then equate them.
$$\begin{align}a+b&=16\\
 b&=16-a\\
 b^2&=\left(16-a\right)^2\\
b^2&=256-32a+a^2\end{align}$$

But from the second equation, $b^2=a^2+64$, so
$$\begin{align}a^2+64&=256-32a+a^2\\
 64&=256-32a\\
32a&=256-64\\
32a&=192\\
 a&=6\end{align}$$
So the height of the part of the trunk that is still standing is 6 metres.



Labelling the parts of the trunk in terms of the height
The total length of the trunk of the palm tree was 16 metres, so if the height of the part that is still standing is $h$, where $h$ is in metres, then the slanted section must be 16$-h$. This is labelled in the diagram below.



The three lengths labelled in the diagram form a right-angled triangle with hypotenuse $16-h$, so $h^2+8^2=\left(16-h\right)^2$ by Pythagoras.

Solving for $h$,
$$\begin{align}h^2+8^2&=\left(16-h\right)^2\\ 
h^2+64&=256-32h+h^2\\
64&=256-32h\\
32h&=256-64\\
32h&=192\\
h&=6\end{align}$$
So the height of the part of the trunk that is still standing is 6 metres.
You can find more short problems, arranged by curriculum topic, in our short problems collection.

You may also like

Some(?) of the Parts

A circle touches the lines OA, OB and AB where OA and OB are perpendicular. Show that the diameter of the circle is equal to the perimeter of the triangle

Ladder and Cube

A 1 metre cube has one face on the ground and one face against a wall. A 4 metre ladder leans against the wall and just touches the cube. How high is the top of the ladder above the ground?

Bendy Quad

Four rods are hinged at their ends to form a convex quadrilateral. Investigate the different shapes that the quadrilateral can take. Be patient this problem may be slow to load.

  • 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