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

Packing Small Boxes

Age 11 to 14
ShortChallenge Level Yellow starYellow star
Secondary curriculum
  • Problem
  • Solutions

If the small boxes are all packed in the same orientation, then the total number of boxes can be found by multiplying the number of boxes stacked along each edge. This is shown (with arbitrarily sized boxes) on the diagram below, where the large box contains 48 smaller boxes in this orientation:


To choose the best orientation for the small boxes, we should consider how many small boxes would fit along each edge of the large box the different ways round. The less unused space, the better!

1.2 m = 120 cm, which is equal to:
  • 8$\times$15, so this side could be made up of 8 boxes stacked along their 15 cm edges
  • 6$\times$20, so it could also be 6 boxes stacked along their 20 cm edges
1.5 m = 150 cm, which is equal to:
  • 10$\times$15, so this could be 10 boxes stacked along their 15 cm edges
  • 7$\times$20 + 10, so it could also be 20 boxes stacked along their 20 cm edges with 10 cm left over
1.7 m = 170 cm, which is equal to:
  • 8$\times$20 + 10 (8 boxes along their 20 cm edges, with 10 cm left over)
  • 11$\times$15 + 5 (11 boxes along their 15 cm edges, with 5 cm left over)
  • 10$\times$15 + 1$\times$20 (10 boxes along their 15 cm edges, and 1 box along its 20 cm edge)
  • 7$\times$20 + 2$\times$15 (7 boxes along their 20 cm edges and 2 boxes along their 15 cm edges)
If all of the small boxes are in the same orientation, then the best option appears to be 6$\times$20 for 120, 10$\times$15 for 150, which leaves 8$\times$20 + 10 for 170 (remember that the boxes only have one 15 cm edge but they have two 20 cm edges!). That would give us a total of 6$\times$10$\times$8 = 480 little boxes.


You can find more short problems, arranged by curriculum topic, in our short problems collection.

You may also like

Hallway Borders

What are the possible dimensions of a rectangular hallway if the number of tiles around the perimeter is exactly half the total number of tiles?

Square Pegs

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

Boxed In

A box has faces with areas 3, 12 and 25 square centimetres. What is the volume of the box?

  • 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