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

Little Squares

Age 5 to 7
Challenge Level Yellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

Ben working at home with his Dad sent us a solution to this problem:

Ben reckons for the four x four square, there should be 16 little squares inside. He says the next one should be five x five containing 25 little squares.

Alistair from Histon and Impington Infants School agreed with Ben's answers, and went a little further explaining how he worked out the last part:

I didn't know the answer to a square with 81 little squares, so I guessed 20, but 20 times 20 is 400 which is too big. I then thought of 10, but I knew that that would be 100 squares which is also too big, so I tried 9. 9 times 9 is 81, so the square would be 9 squares by 9 squares.

This is very well reasoned through Alistair.

Ryo who is 7 and goes to Moorfield Junior School adds:

I also know that 12 on each side will have 144 little squares. All these numbers are called square numbers because they always make squares.

Thank you to all three of you for sending in your contributions.


  • 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