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

Turning Man

Age 5 to 7
Challenge Level Yellow star
Primary curriculum
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

Etta from Rosendale Primary School wrote to tell us that you must click once for the first picture, twice for the second picture (the one on the right-hand side), three times for the third man and four times for the last picture at the bottom.

Alice from Perse Girls' Senior School went on to explain:

... you can continue turning it so if the first position took $1$ turn then you turn him another $4$ turns so he's in the same position.

Rafi from Ohlone Elementary School in U.S. said:

When his head is turning right, you turn it once, and then start counting by fours.  If it's pointing upwards, just count by fours.  If it's pointing downwards, count two, then count by fours.  If it's pointing left, count three, and then count by fours.  It is easy because, every time, you count how many get to that direction, and then start counting by fours.


Eleanor sent the following:

I found out that the pattern is adding 4.

1,5,9,13,17,21,25,29,33,37,41,45,49...
3,7,11,15,19,23,27,31,35,39,43...
2,6,10,14,18,22,26,30,34,38...
4,8,12,16,20,24,28,32,36,40...

This is because he was turning a quarter each time and there are 4 quarters in a whole. There is infinity answers.

Thank you for your well explained responses.

You may also like

I'm Eight

Find a great variety of ways of asking questions which make 8.

Let's Investigate Triangles

Vincent and Tara are making triangles with the class construction set. They have a pile of strips of different lengths. How many different triangles can they make?

Noah

Noah saw 12 legs walk by into the Ark. How many creatures did he see?

  • 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