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

Number Squares

Age 5 to 11
Challenge Level Yellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

Number Squares


This challenge is a bit different to my usual ones. I used it many years ago when I wanted some quite young children to do lots of adding in a more fun way.

You start with four numbers at the corners of a square. Then you add up the numbers at the two ends of each side and put the total in the middle of that side. So in my example 3 + 5 = 8, 5 + 4 = 9, 3 + 1 = 4, 1 + 4 = 5.
These four new answers give us the corners of a new square. The corners are 8, 9, 5 and 4.
These four new numbers are added up and the answers put in the centre of the edges of this new square. And so on and so on.

The diagram gets more and more complicated, growing as shown below:-

There is not much more to say, apart from have a go yourself. Use any starting numbers at the corners. Can you estimate what the size of the last four numbers will be?

What would happen if you used different shapes, for example pentagons or hexagons?

What would happen if you used subtraction, always taking the smaller from the bigger?

What would happen if you multiplied? Divided? What ...??


Why do this problem?

This is an engaging activity that involves both computational skills and organisational skills. I have found that quite young children (6-8 year olds) really enjoy it and do a great deal of work in performing many calculations without really realising it. Quite a few of the children use pentagons and hexagons to vary it a bit.

Possible approach

Doing a "demonstration" square with the class, making suggestions along the way, works well.

Having some pre-printed sheets available is helpful for some pupils, although just seeing the final shape on inner squares can be very confusing for some.

Key questions

Tell me about anything you have noticed.
What numbers did you start with?
Do you have any ideas about the number you might end up with in the middle?

Possible extension

You can reverse the process and see if children can come up with what the starting numbers could be to produce a certain specified result in the middle. Asking them how they would work this out leads to some interesting insights into children's methods of thinking through addition and subtraction. Older children (10-11 year olds) could try the reverse when it is addition taking place. The other thing is to try to predict the result in the middle when you have certain prescribed starting numbers.

Possible support

With some pupils it is useful to have an adult (more mature thinker) who can keep two fingers at the two places holding the numbers that the pupil is considering at that time.



You may also like

Prompt Cards

These two group activities use mathematical reasoning - one is numerical, one geometric.

Consecutive Numbers

An investigation involving adding and subtracting sets of consecutive numbers. Lots to find out, lots to explore.

Exploring Wild & Wonderful Number Patterns

EWWNP means Exploring Wild and Wonderful Number Patterns Created by Yourself! Investigate what happens if we create number patterns using some simple rules.

  • 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