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

Absurdity Again

Age 16 to 18
Challenge Level Yellow star
  • Problem
  • Getting Started
  • Student Solutions

Conratulations to Sue Liu, Jonathan and Tom of Madras College, St Andrew's and to Sanjay of The Perse School, Cambridge for their solutions to this problem. Here is Sanjay's solution.

$$\sqrt{8 -4\sqrt{3}} = \sqrt{a} - \sqrt{b}$$ The tactic I shall employ here will be to square both sides and solve for $a$ and $b$. $$8 -4\sqrt{3} = a - 2\sqrt{ab} + b$$. From this it is clear that the following equations must hold

\begin{eqnarray} a+b &=& 8 \\ 4\sqrt{3} &=& 2 \sqrt{ab} \end{eqnarray}
These simultaneous equations can be solved for $a$ and $b$. From equation 2. $$2 \sqrt{3} = \sqrt{ab}$$ From equation 1. $$b = 8 -a$$ Substituting equation 4 into 3 gives
\begin{eqnarray}\\ 2 \sqrt{3} &=& \sqrt{a(8-a)}\\ 12 &=& a(8-a) \\ a^2 - 8a + 12 &=& 0 \\ (a-6)(a-2) &=& 0 \\ a &=& 2\ or \ a = 6 \end{eqnarray}
From the original equation it is clear that $a = 6$ and $b=2$ because the left-hand side must be positive. Hence $$ \sqrt{8-4\sqrt{3}} = \sqrt{6} - \sqrt{2}$$ This can easily be generalised, as follows. $$\sqrt{x-y\sqrt{z}} = \sqrt{a} - \sqrt{b}$$ Upon squaring both sides this yields the equations
\begin{eqnarray} a + b &=& x \\ ab &=& \frac{y^2z}{4} \end{eqnarray}
From equation 5, it is clear that $$b = x - a$$ Substituting this into equation 6 gives \begin{eqnarray} a(x-a) = \frac{y^2z}{4} \\ a^2 -ax + \frac{y^2z}{4} \end{eqnarray} Using the formula for solving quadratics, and setting $a$ to be a larger than $b$ (as in the original equation) gives the following solutions.
\begin{eqnarray} a &=& \frac{x+\sqrt{x^2 - y^2z}}{2} \\b &=& \frac{x-\sqrt{x^2 - y^2z}}{2}\end{eqnarray}
Note that if the minuses in the folrmula are changed to pluses, equations 5 and 6 will still be the same, and so you'll still get the same answers.

You may also like

Old Nuts

In turn 4 people throw away three nuts from a pile and hide a quarter of the remainder finally leaving a multiple of 4 nuts. How many nuts were at the start?

Just Touching

Three semi-circles have a common diameter, each touches the other two and two lie inside the biggest one. What is the radius of the circle that touches all three semi-circles?

Ball Bearings

If a is the radius of the axle, b the radius of each ball-bearing, and c the radius of the hub, why does the number of ball bearings n determine the ratio c/a? Find a formula for c/a in terms of n.

  • 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