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

Tis Unique

Age 11 to 14
Challenge Level Yellow star
  • Problem
  • Student Solutions

Congratulations to all the following for their correct solutions:

Andrei Lazanu Lazanu (School number 205, Bucharest),
Fiona Watson (Stamford High School),
Musab Khawaja,
Chong Ching Tong, Chen Wei Jian and Teo Seow Tian (River Valley High School, Singapore),
Clement Goh Tian (River Valley High School, Singapore),
Emma Holmes

It is good to see you explain how you came to your answer. Some of you said you solved the problem by "trial and error" but I am sure you made some decisions along the way. Sometimes it is necessary to try several possible numbers before finding the one that works for other constraints. Next time try to explain your thinking. I have included Andrei's solution as one of those that gave a very complete explanation of how they thought the problem through.

First I observed that the first digit of the result must be 1:

* * 4
+ 2 8 *
_ _ _ _
1 * * *

I used for the other letters the following notation:

a b 4
+ 2 8 c
_ _ _ _
1 d e f

2 + a + n = , where n can be 0 or 1.
a + n = 8 + d, where a and d are smaller than 10.

1.1. n = 0

a = 8 + d.
a can be 8 or 9 and d 0 and 1 respectively, but in the first case 8 was used, and in the second case 0 was used.

1.2. n = 1

a + 1 = 8 + d
a can be 7, 8 and 9 and d can be 0, 1 and 2. In the first situation it works because the digits weren't used another time, in the second combination it doesn't work, and the last situation doesn't work. The result is:

7 b 4
+ 2 8 c
_ _ _ _
1 0 e f

4 + c =

c can be : 3, 5, 6, 9. Then is: 7, 9, 10, 13. The possibilities are:

c = 5; f = 9

c = 9; f = 3

2.1. c = 5; f = 9

7 b 4
+ 2 8 5
_ _ _ _
1 0 e 9

b + 8 =

Using only 3 and 6 there isn't any possibility.

2.2. c = 9; f = 3

7 b 4
+ 2 8 9
_ _ _ _
1 0 e 3

b + 8 + 1 =

b + 9 =

In this situation only b = 6 and e = 5 satisfies the condition.

This is the only solution for the problem, because using a step-by-step method, I obtained only one solution.

The addition is:

7 6 4
+ 2 8 9
_ _ _ _
1 0 5 3

You may also like

Double Digit

Choose two digits and arrange them to make two double-digit numbers. Now add your double-digit numbers. Now add your single digit numbers. Divide your double-digit answer by your single-digit answer. Try lots of examples. What happens? Can you explain it?

Repeaters

Choose any 3 digits and make a 6 digit number by repeating the 3 digits in the same order (e.g. 594594). Explain why whatever digits you choose the number will always be divisible by 7, 11 and 13.

Big Powers

Three people chose this as a favourite problem. It is the sort of problem that needs thinking time - but once the connection is made it gives access to many similar ideas.

  • 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