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

Baravelle

Age 7 to 16
Challenge Level Yellow starYellow star
Primary curriculum
  • Problem
  • Teachers' Resources

Baravelle

Baravelle poster

Look at this image for a short while before turning away.
Can you:

  • Recreate the image?
  • Describe the image?
  • Say some mathematical things about what you notice?
  • Think of some mathematical questions you would like to ask about it?

You can download a PDF of the image to look at.

Baravelle Spiral

Why do this problem

The aim of using this image is to encourage discussion about the different ways of seeing, and to pose questions that can form the focus of further investigation.

Possible approach

You can find a pdf with the image here. Look at the image for about a minute and then "hide it". Then share ideas.

Follow up by selecting one or two of the ideas for the group to explore further, for example:

  • Recreating the image
  • Finding what fraction of the whole the areas is shaded red, blue and white.

Key questions

Can you continue the pattern inwards? Outwards?
Can you give a convincing argument for the fractions of the whole that you can see?
 

Possible Extension

Consider summing infinite series.
What are the ratios of the lengths of the sides of the triangles?
 

Possible support

Can you find the fractions and or recreate the shape by folding? Some learners might like to try the problem Inside Seven Squares.
 

Related Collections

  • A Daring Dozen

You may also like

Tangrams

Can you make five differently sized squares from the interactive tangram pieces?

Geoboards

This practical challenge invites you to investigate the different squares you can make on a square geoboard or pegboard.

Polydron

This activity investigates how you might make squares and pentominoes from Polydron.

  • 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