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

Compare the Squares

Age 7 to 11
Challenge Level Yellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

This was a tricky problem! Isabella from Sion Manning RC School for Girls said:

I think the squares are different colours, because the order in which squares appear on the board are - black, white, black, white etc. On either side of square B are two black squares therefore B must be a lighter square - whereas A is a darker square.

She then asked ten people whether they thought the squares were the same colour or not. Here is a table of her results:



Person Same Different
A x
B x
C x
D x
E x
F x
G x
H x
I x
J x

She goes on to say:

80% of people think different colours.
20% of people think the squares are the same colours.
I still think square A and B are different colours.

Then she showed the same people the second picture. Here is the table of her results this time:


Person Same Different
A x
B x
C x
D x
E x
F x
G x
H x
I x
J x

1 person changed their mind - 30% of people think the squares are the same colour.


Did this second survey change Isabella's mind? She wrote:


No, because it is still clear that square B, is supposed to be white.
However after pasting the picture into "Paint" and colour sampling it, I discovered that the squares are the same colour (so says the computer software). Also the colour of the actual letters "A" and "B" change in both sets of data, which perhaps causes your eyes to think they're the same colour.

That's an interesting observation about the colour of the letters, Isabella, and I agree with you, it might well help to "trick" your eyes.

Rohaan from Longbay Primary School explained further:


On chessboard no.1 square B is white not grey. if you take the cylinder away there would be no shadow so square B would not look grey. On chessboard no.2 if you compare the strips with square A they are the same colour. If you compare the strips with square B they're the same colour, so it makes sense that square A and square B are the same colour.

Well done to all of you.


You may also like

Florence Nightingale - the Compassionate Mathematician

Florence Nightingale may be well known for her role as a nurse, but she was also an excellent mathematician, collecting and analysing data to help improve hospital conditions.

Real Statistics

Have a look at this table of how children travel to school. How does it compare with children in your class?

Birds in the Garden

This activity asks you to collect information about the birds you see in the garden. Are there patterns in the data or do the birds seem to visit randomly?

  • 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