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

Dropouts

Age 14 to 16
ShortChallenge Level Yellow starYellow starYellow star
Secondary curriculum
  • Problem
  • Solutions

Using a tree diagram
The students at the language school can be represented using a tree diagram, as shown:
The missing percentages can then be calculated:
 

So a total of 45% + 17.5% = 62.5% of students graduate.

45% have never been to France and graduated, so we need to find 45% as a percentage of 62.5%: $$\frac{45}{62.5}=\frac{?}{100}\\
\Rightarrow \frac {90}{125}=\frac{?}{100}\\
\Rightarrow \frac {90\times100}{125}=?\\
\Rightarrow \frac{18\times5\times25\times4}{5\times25}=?\\
\Rightarrow 18\times4=?$$
So 72% of students who graduate have never been to France.


Using a two-way table
The students at the language school can be represented using a two-way table, as shown:
60% of 75% can be found as half of 75% plus 10% of 75% = 37.5% + 7.5% = 45%,
or as 75% of 60% = 3 $\times$ 15% = 45%.

70% of 25% can be found as half of 25% plus a fifth of 25% = 12.5% + 5% = 17.5%,
or as 25% of 70% = 70% $\div$ 4 = 17.5%.

Then we can find the total percentage of students who graduate:
A total 62.5% of students graduate, of whom 45% have never been to France, so we need to find 45% as a percentage of 62.5%: $$\frac{45}{62.5}=\frac{?}{100}\\
\Rightarrow \frac {90}{125}=\frac{?}{100}\\
\Rightarrow \frac {90\times100}{125}=?\\
\Rightarrow \frac{18\times5\times25\times4}{5\times25}=?\\
\Rightarrow 18\times4=?$$
So 72% of students who graduate have never been to France.


Using a Venn diagram
The students at the language school can be represented using a Venn diagram, as shown:
The missing percentages can be calculated:
So a total of 45% + 17.5% = 62.5% of students graduate.

45% have never been to school and graduated, so we need to find 45% as a percentage of 62.5%: $$\frac{45}{62.5}=\frac{?}{100}\\
\Rightarrow \frac {90}{125}=\frac{?}{100}\\
\Rightarrow \frac {90\times100}{125}=?\\
\Rightarrow \frac{18\times5\times25\times4}{5\times25}=?\\
\Rightarrow 18\times4=?$$
So 72% of students who graduate have never been to France.
 
You can find more short problems, arranged by curriculum topic, in our short problems collection.

You may also like

In a Box

Chris and Jo put two red and four blue ribbons in a box. They each pick a ribbon from the box without looking. Jo wins if the two ribbons are the same colour. Is the game fair?

Chances Are

Which of these games would you play to give yourself the best possible chance of winning a prize?

Which Spinners?

Can you work out which spinners were used to generate the frequency charts?

  • 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