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

Pass the Parcel

Age 16 to 18
Challenge Level Yellow starYellow star
  • Problem
  • Submit a Solution
  • Teachers' Resources

You might like to look at the problem Markov Matrices before attempting this problem.

Four children, $A$, $B$, $C$ and $D$, are playing a version of the game "pass the parcel". They stand in a circle, so that $ABCDA$ is the clockwise order. Each time a whistle is blown, the child holding the parcel is supposed to pass the parcel immediately exactly one place clockwise.

In fact each child, independently of any other past event, passes the parcel clockwise with probability $\frac{1}{4}$, passes it anticlockwise with probability $\frac{1}{4}$ and fails to pass it at all with probability $\frac{1}{2}$.

 

  1. Write down the transition matrix, ${\bf M}$, for this situation.
     
  2. Calculate ${\bf M}^2$, ${\bf M}^3$ and ${\bf M}^4$ (you can use a calculator or online matrix multiplier to help you!).
     
  3. Suggest a general form for ${\bf M}^n$.
     
  4. If the game starts with child $A$ holding the parcel, work out the probabilities that after $n$ whistle blasts $A$ is holding the parcel.  Find also the probabilities that $B$, $C$ and $D$ are holding the parcel.
     
  5. What can you say about the probabilities that each child is holding the parcel after a long time (so as $n \to \infty)$?

 

You may find these Matrix Power calculators useful:

  • Matrix Power Calculator (decimal version)
  • Matrix Power Calculator (fraction version)

 

There are more matrix problems in this feature.

Based on STEP Mathematics 2, 2018, Q13. Question reproduced by kind permission of Cambridge Assessment Group Archives. The question remains Copyright University of Cambridge Local Examinations Syndicate ("UCLES"), All rights reserved.

You may also like

8 Methods for Three by One

This problem in geometry has been solved in no less than EIGHT ways by a pair of students. How would you solve it? How many of their solutions can you follow? How are they the same or different? Which do you like best?

Rots and Refs

Follow hints using a little coordinate geometry, plane geometry and trig to see how matrices are used to work on transformations of the plane.

Reflect Again

Follow hints to investigate the matrix which gives a reflection of the plane in the line y=tanx. Show that the combination of two reflections in intersecting lines is a rotation.

  • 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