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

Ball Packing

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

The solution here depends on using Pythagoras theorem in 3 dimensions (actually using the theorem for a right angled triangle on the floor and then a second time for a vertical right angled triangle). The centre of the large ball (of radius $5$ cm) is at the centre of the box and, if you think of the straight line from one corner of the box to the centre of the box, it goes through the centre of a small `packing' ball.


This solution came from Christopher, Bishop's Stortford College.


(i)
This involves using Pythagoras' Theorem in three-dimensions. Let $r$ be the radius of the ball. When the ball rolls into the corner of a room, its centre is a distance $r$ from the sides and floor, therefore the horizontal distance to the corner is given by: $$x^2 = r^2 + r^2 = 2r^2$$ therefore $x = r\sqrt{2}.$ The ball's centre is at height $r$, therefore the distance $d$ to the corner is given by: $$d^2 = r^2 + (r\sqrt{2})^2 = r^2 + 2r^2 = 3r^2$$ therefore $d = r\sqrt{3}$. So for a ball rolled into the corner of a room the distance of the centre of the ball from the corner is $r\sqrt{3}$ where $r$ is its radius.

(i)
Let $R$ be the radius of the big ball.
Let $r$ be the radius of the small balls.
Let $x$ be the diagonal (corner to opposite corner, i.e. the longest dimension) of the box.
Let a be the length of the sides of the cube.
By Pythagoras's Theorem in three dimensions again, $x = a\sqrt{3}.$ The small balls fit into the corners and just touch the big ball so the diagonal of the box is equal to the diameter of the big ball plus twice the diameter of the small ball plus twice the small distance between the small ball and the corner (=the answer to part (i) minus the radius of the small ball) therefore $$x = a\sqrt{3} =2R + 4r + 2r\sqrt{3} - 2r$$ Rearranging this expression gives: $$r = (a\sqrt{3} - 2R) / (2 + 2\sqrt{3})$$ Substituting $R$ = 5 cm, $a$ = 12 cm and calculating the radius of the small ball to three significant figures we get: $$r = (12\sqrt{3} - 10) / (2 + 2\sqrt{3}) = 1.97 {\rm cm.}$$

You may also like

Three Balls

A circle has centre O and angle POR = angle QOR. Construct tangents at P and Q meeting at T. Draw a circle with diameter OT. Do P and Q lie inside, or on, or outside this circle?

In a Spin

What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?

Mouhefanggai

Imagine two identical cylindrical pipes meeting at right angles and think about the shape of the space which belongs to both pipes. Early Chinese mathematicians call this shape the mouhefanggai.

  • 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