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

On the Edge

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

On the Edge printable sheet
 

Here are four tiles:

4 similar squares with 2 blue and 2 green edges

They can be arranged in a $2$ by $2$ square so that this large square has a green edge:

4 squares arranged to make a bigger square with green edges

If the tiles are moved around, we can make a $2$ by $2$ square with a blue edge:

4 squares arranged to make a bigger square with blue edges

If I had nine tiles it would be quite easy to paint them so that, when they were arranged in a $3$ by $3$ square, the edge of this large square is green. I would need four tiles for the corners of the square, four tiles for the edges and one tile would go in the middle of the square so wouldn't need painting at all.

This is how the green-edged square would be made:

3 by 3 square with green edges

But I also want to be able to make a square with a blue edge and another square with a yellow edge.

How can the other sides of these tiles be painted so that all nine tiles can be rearranged to make two more $3$ by $3$ squares - one with a blue edge and one with a yellow edge?

Now try to colour sixteen tiles so that four $4$ by $4$ squares can be made - one with a green edge, one with a blue edge, one with a yellow edge and one with a red edge.

Find a way to colour $25$ tiles so that five $5$ by $5$ squares can be made, each with a differently coloured edge.

Do you think this is possible for $36$ tiles and six coloured edges?

Will it always be possible to add an extra colour as the squares get larger?

For a 3D version of this problem why not try " Inside Out "?

 

Click here for a poster of this problem. 

 

You may also like

Is There a Theorem?

Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?

Coins on a Plate

Points A, B and C are the centres of three circles, each one of which touches the other two. Prove that the perimeter of the triangle ABC is equal to the diameter of the largest circle.

Smaller and Smaller

Can you predict, without drawing, what the perimeter of the next shape in this pattern will be if we continue drawing them in the same way?

  • 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