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UKMT

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Mathematics Trust

Mentoring Scheme
Supported by

Pythagoras
Sheet 8

Questions

This programme of the Mentoring Scheme is named after Pythagoras of Samos (c. 569–475 BCE).
See http://www-history.mcs.st-and.ac.uk/Biographies/Pythagoras.html for more information.

If you are unfamiliar with a topic, you may find it useful to refer to the ‘notes for mentees’, which are
designed to provide helpful information for the earlier levels of the mentoring scheme. They are available
from the UKMT Mentoring Scheme page: https://www.ukmt.org.uk/enrichment/mentoring-scheme

These questions may be used freely within your school or college. You may, without further permission,
post them on a website that is accessible only to staff and students of the school or college, print out
and distribute copies within the school or college, and use them in the classroom. If you wish to use
them in any other way, please consult us. © UK Mathematics Trust

Enquiries about the Mentoring Scheme should be sent to:

Mentoring Scheme, UK Mathematics Trust, School of Mathematics,
University of Leeds, Leeds LS2 9JT
T 0113 343 2339 [email protected] www.ukmt.org.uk

Version 1.1, May 2020

UKMT Mentoring Scheme Questions Pythagoras, Sheet 8

1. If 𝑎 and 𝑏 are positive integers and 𝑎 + 𝑏 < 10, how many different values can 𝑎𝑏 take?
2. Six dots are arranged in three rows and two columns as shown. How many triangles have their vertices
at three of the points?

Note that we may not choose three points that lie on a straight line.

3. In a certain association, every member can vote for the president. The current president has been
elected with twice as many votes as were received by the only other candidate. Knowing that 3 members
did not vote and that the current president obtained the support of 64% of all the members, how many
members are there?
√ √ √ √ √
4. Without using a calculator, place the numbers 3 11, 4 7, 5 5, 6 3 and 7 2 in increasing order.
5. Alice and Becky are the only inhabitants of an atoll whose shape is bounded by two concentric circles
with radii 1 km and 6 km. There is a lagoon of water inside the smaller circle accessed by a narrow
channel from the sea. After their huts have been destroyed by a storm, they decide to rebuild the huts
as far from each other as possible but located so that they can walk in a straight line from one to the
other entirely on land (right up to the edge of the lagoon). How far apart are the huts?
‘Concentric’ means that the circles have the same centre.

6. Giovanni is a bit of a comedian and is programming his toy robot to move as though it is drunk so that
he can show it off in his next robotics lesson at school and raise a laugh. He sets it to perform the
following 7 actions in order over and over again:
• it takes 1 step forward
• it turns 90° to the right
• it takes 2 steps forward
• it turns 90° to the right
• it takes 1 step forward
• it turns 90° to the left
• it takes 1 step backwards
After 186 steps (not actions) the battery fails. Each step is 4.5 cm long. How far is the robot from its
starting point when it stops?

(Questions 7 and 8 along with the hints appear on the next page.)

© UK Mathematics Trust www.ukmt.org.uk

UKMT Mentoring Scheme Questions Pythagoras, Sheet 8

7. In the shape shown in the diagram, ∠ 𝐴𝐵𝐶 = 70°, ∠𝐸 𝐹𝐺 = 80° and ∠𝐶𝐷𝐸 = 95°. Calculate the acute
angle at which 𝐴𝐵 meets 𝐺𝐹 when both are extended.
𝐵

𝐴 𝐶 𝐸
not to scale 𝐺
𝐷

8. A board consists of a 5 by 5 grid of unit squares. It is to be covered by eight rectangular shapes

measuring 3 by 1 units in such a way that the rectangles do not overlap and that their edges follow the
lines of the grid. One of the squares of the grid will be left uncovered. Find all the possible positions
of this uncovered square.

8. Imagine colouring the board with three colours instead of the normal two colours of a chessboard.

more angle. What could you do when you do not know an angle that you would like to?
7. What shapes do you see in this diagram once you have extended the two lines? You also might like to know one

5. Draw this carefully and use an appropriate right angled triangle.

4. It is not necessary to work out approximate decimal values of these numbers.

© UK Mathematics Trust www.ukmt.org.uk

UKMT Mentoring Scheme Questions Pythagoras, Sheet 8

This page is for mentors, and gives suggestions for supporting their students. If your mentee has found the
Pythagoras level sheets quite easy, you may consider moving him/her up to the Hypatia level. If so, please
contact the UKMT office.

1. This question focuses purely on working systematically. Changing ‘10’ for other numbers might lead
to a fascinating investigation. What happens if we increase it to 11? To 12? What do you notice?
2. Without making use of binomial coefficients, a convincing answer to this question requires students to
list the triangles in an organised way.
3. This question can be approached in several ways, for example using algebra or using bar modelling. If
a student uses a trial and improvement method, it might be helpful to encourage them to use a more
direct method.
4. A student might be need help in squaring these numbers, and in understanding how this is useful for
this question. It is also hoped that this question will help students to get used to using surds without
always feeling the need to express them as approximate decimals.
5. There is no diagram given in the question because it is important for students to practise drawing
diagrams given in words. The word ‘atoll’ may also be unfamiliar!
6. These are like LOGO instructions: FORWARD 1, RIGHT 90, FORWARD 2, and so on.
7. It is worth noting that if the student is stuck, they could assign an arbitrary value to another angle
and do some angle-chasing. This might well be the approach of some students. If a student has the
patience, they might find it does not matter (within reason) what value they use as the arbitrary angle.
If they use 𝑥 and do it algebraically, the 𝑥’s cancel. The diagram given deliberately leaves out the
meeting point of 𝐴𝐵 and 𝐺𝐹; this is partly a test of whether they understand the language, and partly
so that they can find their own route through the problem.
8. This question requires students to construct a sophisticated argument to show which square or squares
can be left uncovered. It also requires them to demonstrate that for any square they claim can be left
uncovered, there is a pattern of rectangles which achieves this.

© UK Mathematics Trust www.ukmt.org.uk