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

Vanishing Point

Age 14 to 18
Challenge Level Yellow starYellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

You may wish to take a look at Diminishing Returns before working on this problem.

In the interactive environment below, you can move the slider to see how the image is built up.

 


At each stage of the process, what proportion of the image is coloured blue?

What would happen if we continued the process forever?

Once you've had a chance to think about these questions, click below to see some different approaches to understanding the process.

 

 

Here are the first three stages of the process:


In the first picture, the blue area is $\frac12$.
In the second picture, the blue has been partly covered by a purple square with area $\frac14$ so the blue area is $\frac12-\frac14$.
In the third picture, a blue square with area $\frac18$ has been added. As the pattern continues, the blue area will be $\frac12-\frac14+\frac18-\frac{1}{16}+\frac{1}{32}-...$

Instead of looking at how the pattern builds up, we could divide the completed pattern into the nested sections:

This shows the outer ring of the pattern, in which there are four larger purple triangles and four smaller blue triangles with half the area. So the ring is made up of twice as much purple as blue.

The same will be true for each ring added inside, therefore the overall pattern has twice as much purple as blue.




Here's another way to look at the completed pattern:

$\frac23$ of the highlighted shape's area is purple, and $\frac13$ is blue.

The whole pattern can be subdivided into pieces like this, so that means $\frac23$ of the total area of the pattern must be purple, and $\frac13$ of the total area must be blue.



 


Below is a collection of images created using repeating processes.

For each pattern, can you find a sequence of fractions whose sum represents the blue area?
For each pattern, can you find different ways to work out the total proportion shaded blue?
 


third image fifth image thirds pattern fifths pattern

 

 


Can you come up with your own pictures to represent the sums of other series?


You may also be interested in the other problems in our Journeys of Discovery Feature.

 

 

 

You may also like

Circles Ad Infinitum

A circle is inscribed in an equilateral triangle. Smaller circles touch it and the sides of the triangle, the process continuing indefinitely. What is the sum of the areas of all the circles?

Just Rolling Round

P is a point on the circumference of a circle radius r which rolls, without slipping, inside a circle of radius 2r. What is the locus of P?

Coke Machine

The coke machine in college takes 50 pence pieces. It also takes a certain foreign coin of traditional design...

  • 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