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

Highest and Lowest

Age 7 to 11
Challenge Level Yellow star
Primary curriculum
  • Problem
  • Student Solutions
  • Teachers' Resources

We had just a few submissions to this challenge.

Brodie & Tully from  St Patrick's School Macksville NSW in Australia sent in the following;

Highest
(4-3+5)x6=36
Lowest
6/3+4-5=1
(4-3+5)/6
Highest-1, 2, 3, 4, 5, 6
(3+4)/(2-1)x5x6=210
Lowest
(4-3)x2/1+(5-6)=1

M, T and G (Y3) from  Monteney Primary School, Sheffield wrote;

M, T and G say that to make the greatest possible total you need to "multiply all the numbers together but not one"  Multiplying all of the numbers 2, 3, 4, 5 and 6 together generate a total of 720.

2 x 3 = 6
6 x 4  = 24
24 x 5 = 120
120 x 6 = 720

If you add one to your total you get a total of 721.

720 + 1 = 721

M, T and G said that you add one to make the biggest total, because if you multiplied your total by one then your answer of 720 wouldn't change.

Ashkan from Gorsefield Primary wrote;

The highest I found was:

3 - 4 + (5 x 6) = 29.

I did 5 x 6 which = 30. Then I did 3 - 4 which is -1. Finally I did -1 + 30 = 29.

The lowest I found was:

3 - 4 + (5 / 6) = 0.167

I did 5 / 6 = 0.833. Then I did 3 - 4 = -1. Finally I did -1 + 0.833 = 0.167.

Kestrel class at Churchfields, the Village School in Wiltshire, wrote:

We decided that we had to keep the numbers in order.
At first we could use the operations as many times as we wanted.

Our highest score was 360
3 x 4 x 5 x 6 = 360 (I wonder why you didn't use the 2 as well...)

Our lowest score was -117.
3 – (4 x 5 x 6) = -117

At first we experimented with division before we realised that negative numbers were lower.

Then we decided to see what would happen if we could only use each symbol once (but we kept the numbers in order).

Our highest score was 34.5.
(3 ÷ 4 + 5) x 6 = 34.5

Our lowest score was -51.
3 – ((4 + 5) x 6) = - 51

Thank you, Kestrel class. What a good idea to decide on particular 'rules', like having the numbers in order, or using each operation once.


Thank you for all these different solutions. You may like to think about the ideas in each solution and whether you can improve on them.

Related Collections

  • Back to NRICH at Every Stage resources

You may also like

Pebbles

Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?

Bracelets

Investigate the different shaped bracelets you could make from 18 different spherical beads. How do they compare if you use 24 beads?

Sweets in a Box

How many different shaped boxes can you design for 36 sweets in one layer? Can you arrange the sweets so that no sweets of the same colour are next to each other in any direction?

  • 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