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

Route to Infinity Poster

Age 11 to 14
Challenge Level Yellow starYellow star
  • Problem
  • Student Solutions

The route will visit (18,17), and the next number after that will be (19,16). The route will visit 74 points before it reaches (9,4).

 

Why will it visit (19,16) after (18,17)?

Method 1: 'equal' coordinates
The route goes upwards through the points with coordinates that are equal (eg. (18,18)) and downwards through the points with coordinates that are adjacent (eg. (18,17)). Therefore the next coordinate is (19,16).

Method 2: ends of lines
Looking at the diagram you can tell that if the x coordinate of the bottom right point on a line is even, the arrows in the line go down and right, otherwise, they go up and left. The point (18,17) is on the line with bottom right point (18+17-1,1) = (34,1). Because 34 is even, the arrows go down and right, so the next point is (19,16).

Method 2 can also be written algebraically:
The numbers all lie on lines with equations $x+y=n,$ where $n$ is some integer. If $n$ is odd, then the line begins at $(1, n-1).$ These arrows point towards the bottom right. If $n$ is even, the line begins at coordinate $(n-1, 1)$ and the direction of the line is towards the top left. Notice that $18+17=35,$ so the coordinate $(18, 17)$ is on the line $x+y=35.$

 

How do you know it will visit 74 points before it reaches (9,4)?

The number of points visited follows a pattern.
Number of points visited up to (1,1): 1
Number of points visited up to (2,1): 3
Number of points visited up to (1,3): 6
Number of points visited up to (4,1): 10

These are the triangle numbers: 1+ 2 = 3, 1 + 2 + 3 = 6, 1 + 2 + 2 + 4 = 10, etc.
Therefore the number of points visited up to (1,11) is 66.

9+4 = 13 is on the same line as (1,12) and (12,1), which is a line pointing towards the bottom right.

So after (1,11), the route will visit (1,12), (2,11), (3,10), ... (8,5) before (9,4), which is 8 more points.

66 + 8 = 74

This is shown in the diagram below.

 

Related Collections

  • More Posters
  • Secondary Posters

You may also like

Arithmagons Poster

Arithmagons Poster

Squares in Rectangles Poster

Squares In Rectangles Poster

Isosceles Triangles Poster

Isosceles Triangles Poster - February 2005

  • 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