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

Plants

Age 5 to 14
Challenge Level Yellow starYellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources
To achieve solutions for the three children getting $5, 6$ and $7$ using just $10$ plants, the most successful solutions were practical. Kagan at St. Michael's Sandhurst used buttons in circles to show a good example of a correct solution - well done, and here it is.
 
 
Billy, Oli, Samuel and Oscar from Wold Newton Foundation Primary School also worked practically, using hoops and bean bags. Here are some photos of three solutions they found:
 
 
 
 
They also sent in a photo of their recording sheet which includes the same arrangements as the first photo, and the last photo, plus three others:
 
 
We've also had a number of other responses which focused on working systematically to get all the solutions. The best results so far have been from Misha and Marjolaine of Highgate School, who both found 34 different arrangements!
 
Some years ago the same challenge generated these solutions from a group of children in Somerset:
 

 

 

 

You may also like

Junior Frogs

Have a go at this well-known challenge. Can you swap the frogs and toads in as few slides and jumps as possible?

More Children and Plants

This challenge extends the Plants investigation so now four or more children are involved.

More Plant Spaces

This challenging activity involves finding different ways to distribute fifteen items among four sets, when the sets must include three, four, five and six items.

  • 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