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

Flow Chart

Age 11 to 14
Challenge Level Yellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

Flow charts give very precise instructions, to perform a task or calculation.
The flow chart below uses three variables of which you can choose the starting value for M.

Select several values for M and try to establish what the flow chart does.
A printable version of the flow chart is available here


flow chart
If you start with certain numbers you reach the OUTPUT fairly quickly, but if you start with other numbers you don't.
e.g. if you start with 144 you reach the OUTPUT a lot sooner than if you start with 145.

What is special about the numbers that lead to an OUTPUT quickly?
What is special about the numbers that don't?

Certain values of D divide exactly into M during the procedure?
What is special about these values of D?

What is special about the value of N that you end up with?

How can the flow chart help you determine whether M is prime?

You may also like

Crossing the Bridge

Four friends must cross a bridge. How can they all cross it in just 17 minutes?

Coins

A man has 5 coins in his pocket. Given the clues, can you work out what the coins are?

Simple Counting Machine

Can you set the logic gates so that the number of bulbs which are on is the same as the number of switches which are on?

  • 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