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

Bull's Eye

Age 11 to 14
Challenge Level Yellow star
  • Problem
  • Student Solutions
We have had correct responses to this problem from a number of students: Andrei Lazanu (aged 12) from No. 205 School in Bucharest (Romania), Chua Zhi Yu (aged 13) from River Valley High School in Singapore, Michael Brooker (aged 10) educated at home, Belinda Guo (aged 14) from Riccarton High School in Christchurch (New Zealand), Prateek Mehrotra, Sim Jingwei (aged 12) from Raffles Girls' Primary School in Singapore, and Fiona Watson from Stamford High School. Well done to you all.

Everyone reasoned in a similar way:

Area of circle $=\pi r^2$

Area of the largest circle $= \pi \times 7^2 = 49 \pi cm^2$

Area of the red ring $= \pi \times 4^2 - \pi \times 3 ^ 2 = 7 \pi cm^2$

$\frac{7}{49}= \frac{1}{7}$

The red ring is $\frac{1}{7}$ of the whole circle.

Area of the green ring $= \pi \times 6^2 - \pi \times 5^2 = 11 \pi cm^2$

The green ring is $\frac{11}{49}$ of the whole circle.


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