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

It's Times Again

Age 7 to 14
Challenge Level Yellow starYellow starYellow star
  • Problem
  • Getting Started
  • Submit a Solution
  • Teachers' Resources


On the table in front of you is a grid like this:

A grid with 36 squares, each labelled with a letter. The first row begins 'a b c' and the letters change to capitals later in the grid after 'z'.


Each of the letters stands for a different number. The numbers go up in size from the top left to the bottom right, so 'a' is smaller than 'b', 'b' is smaller than 'c', etc. But the numbers might not be consecutive and they might not be going up by the same amount each time, so the first line could be something like this:

The top row of a grid with the numbers '3 7 8 10 13 17'


Imagine that you have another version of this grid (with the same numbers), but this one is made of plastic that you can see through. You place the plastic one over the other grid so that it covers it completely. You can flip it over and/or turn it around as you put it down. Now, each pair of numbers (one above the other) is multiplied together, and all of these products are added together.

Your challenge is to say which way of flipping over and/or turning the plastic grid will give you the highest total and which way will give you the lowest total.

You may also like

Times

Which times on a digital clock have a line of symmetry? Which look the same upside-down? You might like to try this investigation and find out!

Transformation Tease

What are the coordinates of this shape after it has been transformed in the ways described? Compare these with the original coordinates. What do you notice about the numbers?

Penta Play

A shape and space game for 2, 3 or 4 players. Be the last person to be able to place a pentomino piece on the playing board.

  • 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