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

The Greedy Algorithm

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

The Greedy Algorithm printable sheet


This problem follows on from Keep it Simple and Egyptian Fractions

So far you may have looked at how the Egyptians expressed fractions as the sum of different unit fractions. You may have started by considering fractions with small numerators, such as $\frac{2}{5}$, $\frac{3}{7}$, $\frac{4}{11}$, etc.
But how would the Egyptians have coped with fractions with large numerators such as $\frac{115}{137}$?

They might have written $\frac{115}{137} = \frac{1}{137} + \frac{1}{137} + \frac{1}{137}$....

and then used Alison's method to make them all different, but this would have made an extremely lengthy calculation!

 

Fibonacci found an alternative strategy, called the Greedy Algorithm:

At every stage, write down the largest possible unit fraction that is smaller than the fraction you're working on.

For example, let's start with $\frac{11}{12}$:
The largest possible unit fraction that is smaller than $\frac{11}{12}$ is $\frac{1}{2}$
$\frac{11}{12} - \frac{1}{2} = \frac{5}{12}$

So $\frac{11}{12} = \frac{1}{2} + \frac{5}{12}$

The largest possible unit fraction that is smaller than $\frac{5}{12}$ is $\frac{1}{3}$
$\frac{5}{12} - \frac{1}{3} = \frac{1}{12}$

So $\frac{11}{12} = \frac{1}{2} + \frac{1}{3} + \frac{1}{12}$

 

Choose a fraction of your own and apply the Greedy Algorithm to see if you can finish up with a string of unit fractions.

Does the greedy algorithm always work?
Can all fractions be expressed as a sum of different unit fractions by applying the Greedy Algorithm?
Can you convince yourself of this?

Why do you think it is called the Greedy Algorithm? What do these words mean in a mathematical context?

 

 

 

 

 

 

 

 

You may also like

Tweedle Dum and Tweedle Dee

Two brothers were left some money, amounting to an exact number of pounds, to divide between them. DEE undertook the division. "But your heap is larger than mine!" cried DUM...

Sum Equals Product

The sum of the numbers 4 and 1 [1/3] is the same as the product of 4 and 1 [1/3]; that is to say 4 + 1 [1/3] = 4 � 1 [1/3]. What other numbers have the sum equal to the product and can this be so for any whole numbers?

Special Sums and Products

Find some examples of pairs of numbers such that their sum is a factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and 16 is a factor of 48.

  • 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