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

An Unhappy End

Age 11 to 14
Challenge Level Yellow starYellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

We had many correct solutions to this one including a spreadsheet from Brian, Michael, Jon, James, Eli and Sam from Queen's College Junior School in Taunton, showing how far the trains and fly had travelled at each second after the trains set off.

Thomas from Darley Dale Primary School explained his solution like this:

First, you had to work out the distance travelled before the two trains collided, thus causing the 'Unhappy Ending'. This worked out as 500m (half of 1000m.).
The time it took the trains to travel this distance at 10m per second was 50 seconds.
Therefore, the fly had 50 seconds before the trains collided.
As the fly flew at 25m per second, it travelled 1250m (50 times 25) before it met its 'unhappy ending.'

Joe from Haslingfield worked it out as follows:

The trains are 1000m apart.
They travel at the same speed which means they both cover 500m before they crash.
The fly travels at 2.5 times the speed of the trains so it covers 2.5 times the distance the trains do. Therefore the calculation you need to work out is 500m x 2.5 which equals 1250m.

Well done to you all and to everyone else who answered this problem correctly: Steven from Whybridge Junior School, Robert from Ardingly College Junior School, Charlotte from Winterton Juniors, Helena, Sarah and Tom from Colyton Grammar School, Samuel from Geneva English School, Charlie and Ian from William Lovell School, Natalie, Matilda and Laura, Elle and Cat from The Mount School, Mandy Appleyard from Ashlyns School, Lawrence from Beecroft Public School (NSW, Ausralia), Salma from Balwearie High School, Andrew and Yuming from The Perse School for Boys, Alex from St Edwards School, Matthew from Waverley Christian College, Sean from St. Andrew's School...










You may also like

Speedy Sidney

Two trains set off at the same time from each end of a single straight railway line. A very fast bee starts off in front of the first train and flies continuously back and forth between the two trains. How far does Sidney fly before he is squashed between the two trains?

Illusion

A security camera, taking pictures each half a second, films a cyclist going by. In the film, the cyclist appears to go forward while the wheels appear to go backwards. Why?

Walk and Ride

How far have these students walked by the time the teacher's car reaches them after their bus broke down?

  • 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