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

AB Search

Age 11 to 14
ShortChallenge Level Yellow starYellow star
Secondary curriculum
  • Problem
  • Solutions

If the five digit number A679B, in base ten, is divisible by 72 then A = 3 and B = 2. The number is 36792.

This is how Jamie from Hethersett High School Norfolk explained his method.

To be divisible by 72 the number must be divisible by 8 and 9 as 8 x 9 = 72. I don't know a rule for finding if a number is divisible by 8, but I realised that I could look for a number divisible by 4. The rule for this is that if the last two digits of a number are divisible by 4 then the whole number is divisible by 4. In the nineties (as, in the question, 9 is the second from the last digit) only 92 and 96 are divisible by 4. Bearing these numbers in mind I brought the rule about a number being divisible by 9 into play. To be divisible by 9 the sum of all the digits in the number added together must be divisible by 9. These are the sums I did.

A + 6 + 7 + 9 + 2 = 24 + A. To make this up to a number divisible by 9, A would have to be 3.

A + 6 + 7 + 9 + 6 = 28 + A. To make the number divisible by 9, A would have to be 8. However when 86796 is divisible by 4 and 9 but not by 8.

You may like to try a similar problem sent by John of Madras College: ```A512B is divisible by 65, find A and B''.

Well done Sonya, Genevieve, James, and Angela of Hethersett High School, Norfolk; Claire, Kim, Joanna, Rhona, David, Elisabeth, Nicola, Colin, Ross, Myles, and Helen from Madras College, Scotland; Danielle from The Mount School York; and Chin Siang and Xinxin of Tao Nan School, Singapore for your excellent solutions.

The following solution came from Stephen.

We have been learning BBC BASIC since September and have just learnt the for-next loop. We used this to write a programme, shown below, to solve this problem.

10 FOR A = 1 TO 9

20 FOR B = 0 TO 9

30 IF (10000*A + 6790 + B)/72 = INT((10000*A + 6790 + B)/72) THEN PRINT A,B

40 NEXT B

50 NEXT A

60

ESCAPE

RUN

3 2

So A = 3 and B = 2.




You can find more short problems, arranged by curriculum topic, in our short problems collection.

You may also like

Adding All Nine

Make a set of numbers that use all the digits from 1 to 9, once and once only. Add them up. The result is divisible by 9. Add each of the digits in the new number. What is their sum? Now try some other possibilities for yourself!

Have You Got It?

Can you explain the strategy for winning this game with any target?

Counting Factors

Is there an efficient way to work out how many factors a large number has?

  • 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