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

Difference Sudoku

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

If you can manage to reduce the possibilities of one cell to 2 or 3 numbers, you could try solving the puzzle with each of those values in turn. If  you reach a contradiction (for example a number is repeated in a row, column or square) then you can rule out that value and try one of the others instead.

Here's an example of a way to start this puzzle. Let's look at this section of the grid:

We need two numbers that differ by 8, they can only be 1 and 9.
But which way round  should they go?
Let's try both possibilities, writing one pair at the top of the cells and the other at the bottom:

Then we can use the '7' to determine the value of the next cell for each of our possibilities:

We can keep going in this way with two possible solutions emerging until one of them ends in a contradiction.

Rosie and Zoe solved this Sudoku. They kept a record of the order in which they filled the Sudoku and wrote it in the boxes. Their journey can be found here. This is just one possible route through the problem.


 

Related Collections

  • Working Systematically - Lower Secondary

You may also like

Digit Sum

What is the sum of all the digits in all the integers from one to one million?

Eight Dominoes

Using the 8 dominoes make a square where each of the columns and rows adds up to 8

Two and Two

How many solutions can you find to this sum? Each of the different letters stands for a different number.

  • 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