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

Flagging

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

Thank you Kang Hong Joo for this solution:

Now, let the flag split into three parts. In the first part, 5 colours can be put into it. In the second part, only 4 colours can be put into it, as it cannot be the same colour as the first part. In the third part, only 4 colours can be put into it, as it cannot be the same colour as the second one yet it can be the same colour as the first one. Thus, the number of tricolour flags are 5 x 4 x 4 = 80 with 5 available colours.

If there are 256 colours, by the same reasoning, the number of tricolour flags possible are 256 x 255 x 255 = 16 646 400.

Helen Battersby Year 9 The Mount School York explained the reasoning as follows:

For 2 colours there are only 2 possible patterns.




And for 3 colours there are 12, as given in the question. Rearranging the 12 solutions given into ones beginning with the same colour, I could see that each beginning had 4 different combinations. So with 3 colours the calculation is 3 x 4 = 12. Looking at 4 colours, I could see that from the logic in this, each beginning (like the dots as shown) would have 9 different combinations. There can be 4 beginnings as there are 4 colours, so altogether there are 4 x 9 = 36 flags.




This suggests a rule$c \times (c - 1)^2$ where $c$ stands for the number of colours.

If this is right 256 colours will give 16 646 400 combinations.

Well done all the following for your excellent work on Flagging: Patrick Coleman, Scott Reynolds , St Peter's College, Adelaide, Australia, Michael Swarbrick Jones , Y7 Comberton Village College, Cambridgeshire, Catherine Harrison, Joanne Barker, Rachael Evans, Sheila Luk and Cheryl Wong , Year 9 The Mount School York, P. Cresswell , City of Norwich School and James Page , Hethersett High School, Norwich.


You may also like

Painting Cubes

Imagine you have six different colours of paint. You paint a cube using a different colour for each of the six faces. How many different cubes can be painted using the same set of six colours?

Tri-colour

Six points are arranged in space so that no three are collinear. How many line segments can be formed by joining the points in pairs?

Cube Paths

Given a 2 by 2 by 2 skeletal cube with one route `down' the cube. How many routes are there from A to B?

  • 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