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

Three Neighbours

Age 7 to 14
Challenge Level Yellow starYellow star
Primary curriculum
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

Three Neighbours printable sheet

5, 6 and 7 are three consecutive numbers. They add up to 18.

14, 15 and 16 are also three consecutive numbers. They add up to 45.

Take other sets of three consecutive numbers and find their total.

What do you notice?
Do the totals have anything in common?

How can you be sure that what you have noticed will always be true?

Mathematicians aren't usually satisfied with a few examples to convince themselves that something is always true.
Have you been able to provide an argument that would convince mathematicians?

 

Liz noticed that all the totals are a multiple of 3. She found it useful to draw a picture:

How did this help to convince Liz that three consecutive numbers always add up to a multiple of 3?

 

Charlie also noticed that all the totals were a multiple of 3. He thought about sets of numbers in a systematic way:

Charlie started with the three consecutive numbers 1, 2, 3. They add up to 6.

He added 1 to each, which gave him the next three consecutive numbers 2, 3, 4. They add up to 9. 

He added 1 to each again, and ended up with 3, 4, 5. They add up to 12.

How did this help to convince Charlie that three consecutive numbers always add up to a multiple of 3?

 

If you have met algebra before, then you might like to look at Claire's method:


Claire decided to call the first number $n$.

The next two numbers are then equal to $n+1$ and $n+2$.

Claire added the three numbers to get $n+ n+1 + n+2 = 3n + 3$.

How did this help to convince Claire that three consecutive numbers always add up to a multiple of 3?

 

What happens when you add five consecutive numbers? Seven consecutive numbers? ...

You may also like

Which Scripts?

There are six numbers written in five different scripts. Can you sort out which is which?

A Romantic Riddle

Read this riddle and see if you can work out how the trees must be planted.

Fibonacci's Three Wishes 1

First of two articles about Fibonacci, written for students.

  • 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