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

Triangular Triples

Age 14 to 16
Challenge Level Yellow starYellow star
  • Problem
  • Student Solutions

Chong Ching Tong from River Valley High School, Singapore and Andrei Lazanu, age12, School: No. 205 Bucharest, Romania approached this problem in different ways.

Here is Chong's working:

\begin{eqnarray} 8778 \times 2 = 17556\\ \sqrt{17556} \cong 132.5\\ \frac {(132 \times 133)}{2} = 8778\\ 10296 \times 2 = 20592\\ \sqrt{20592} \cong 143.5\\ \frac {(143 \times 144)}{2} = 10296 \\ 13530 \times 2 = 27060\\ \sqrt{27060} \cong 164.5\\ \frac {(164 \times 165)}{2} = 13530\\ (8778)^2 + (10296)^2 = (13530)^2 \end{eqnarray}

Here is Andrei's solution:

First I demonstrate that 8778, 10296 and 13530 are triangular numbers, i.e. they can be written in the form n(n+1)/2. In order to do this I decomposed the product of each of the three numbers by 2 in the hope to put it in the form n(n+1)/2. I found: $$8778\times2 = 2^2\times3\times 7\times 11\times 19 = 132\times133$$ So, $$8778 = \frac{132 \times 133}{2}$$ and so 8778 is a triangular number. $$10296\times 2 = 2^2\times 11\times13 = 143\times144$$ So, $$0296 = \frac{143 \times 144}{2}$$, and it is a triangular number. $$13530\times 2 = 2^2\times3\times5\times11\times41 = 164\times 165$$ So, $$3530 = \frac{164 \times 165}{2}$$ is also a triangular number.

Now, I demonstrate that the three numbers are a Pythagorean triple. The greatest number is 13530 $$13530^2= 183060900$$ $$8778^2+ 10296^2 = 77053284 + 106007616 = 183060900$$

So, the three numbers are a Pythagorean triple

You may also like

Odd Differences

The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = n² Use the diagram to show that any odd number is the difference of two squares.

Iff

Take a triangular number, multiply it by 8 and add 1. What is special about your answer? Can you prove it?

Smith and Jones

Mr Smith and Mr Jones are two maths teachers. By asking questions, the answers to which may be right or wrong, Mr Jones is able to find the number of the house Mr Smith lives in... Or not!

  • 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