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

LOGO Challenge 7 - More Stars and Squares

Age 11 to 16
Challenge Level Yellow star
  • Problem
  • Teachers' Resources

The idea of a variable is a powerful one.

Spend some time trying to see what the variable does. Perhaps you can introduce variables of your own to different procedures?

The procedure for a ring of squares might look something like:
TO RINGSQ :N
REPEAT 8 [SQ :N FD :N RT 90 FD :N LT 45]
END

I think this could be more elegant with a procedure that dealt with the relocation of the turtle before drawing the next square (the messy bit inside the REPEAT brackets with FDs and turns)..

Part of the challenge is to produce elegant solutions to any problems asked or any replications that you attempt. Where elegance implies simplicity within the program(s) and procedures devised.

Alternatively you may like to explore the following procedure:

TO NESTSQ :SIDE
IF :SIDE < 2 [STOP]
REPEAT 4 [ NESTSQ :SIDE/3 FD :SIDE RT 90]
END

Perhaps instead of squares you might like to vary the number of repeats and the angle turned through.

You may also like

First Forward Into Logo 1: Square Five

A Short introduction to using Logo. This is the first in a twelve part series.

LOGO Challenge 1 - Star Square

Can you use LOGO to create this star pattern made from squares. Only basic LOGO knowledge needed.

LOGO Challenge 5 - Patch

Using LOGO, can you construct elegant procedures that will draw this family of 'floor coverings'?

  • 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