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

Ladder and Cube

Age 14 to 16
Challenge Level Yellow starYellow starYellow star
Secondary curriculum
  • Problem
  • Student Solutions
  • Teachers' Resources

This solution is by Anthony of Prince Henry's High School, Evesham. Well done Anthony.

I viewed the ladder as a line, cutting the $x$ axis at $x = a$ and the $y$ axis at $y = b$, passing through the point $(1,1)$ with $a$ and $b$ such that $a^2 + b^2 = 16$ by Pythagoras theorem. The gradient of the line is $- b/a$ (the change in $y$ divided by the change in $x$). As $a =\sqrt{16-b^2}$, the gradient is $\frac{-b}{\sqrt{16 - b^2}}.$ The equation of the line of the ladder is:

$$y = -\frac{b}{\sqrt{16 - b^2}}x + b.$$ When $x = 1, \ y = 1$ we have $$ 1 = \frac{-b}{\sqrt{16 - b^2}} + b$$ and hence $$b^4 - 2b^3 - 14b^2 + 32 b -16 = 0.$$
This can be solved using a numerical search method (such as interval halving) to give the approximate solutions $b = 1.36$ and $3.76$ (to $2$ decimal places). These are the two possible heights of the top of the ladder. In each case, if one value is the height of the top of the ladder, the other value is the distance of the foot of the ladder from the wall.

Alternatively, the gradient is $-b/a = (1 - b)/(1 - 0)$, hence $ab = a + b $. Using the fact that $a^2 + b^2 = 16$ this gives $$(ab)^2 = (a + b)^2 = a^2 + 2ab + b^2 = 16 + 2ab.$$ Hence $$(ab)^2 - 2ab - 16 = 0.$$ Solving this equation gives $ab = 1 \pm \sqrt{17}$. As $a$ and $b$ are positive the solution here is $ab = 1 + \sqrt {17}$. We are looking for $a$ and $b$ and we know the sum $a + b$ and the product $ab$ are both equal to $1 + \sqrt{17}$. We can write down a quadratic equation with these roots and solve it. Hence $a$ and $b$ are the roots of $$x^2 - (1 + \sqrt{17})x + (1 + \sqrt{17}) = 0.$$

Solving this equation using the quadratic formula gives the values $3.7609$ and $1.3622$ (to $4$ decimal places). There are two solutions, one with the ladder at a steeper angle (it turns out to be approximately $70$ degrees) and the other at approximately $20$ degrees.

Yet another method uses numerical approximation. Taking the angle of the ladder with the ground to be $\theta$, then $a = 4 \cos \theta$ and $b = 4 \sin \theta$. Set up a spreadsheet or a program to evaluate $ab - (a + b)$ and use an interval halving method to find value of $\theta$ for which $ab - (a + b)$ is close enough to zero to give the values of $a$ and $b$ to sufficient accuracy.



You may also like

Just Opposite

A and C are the opposite vertices of a square ABCD, and have coordinates (a,b) and (c,d), respectively. What are the coordinates of the vertices B and D? What is the area of the square?

Hypotenuse Lattice Points

The triangle OMN has vertices on the axes with whole number co-ordinates. How many points with whole number coordinates are there on the hypotenuse MN?

Beelines

Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?

  • 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