Place the numbers in the rings so that the sum of the numbers in each ring is the same. Four numbers are already in the correct place and the ring sum is 11.
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Investigate different running strategies for a 400m race. Compare the times if an athlete starts fast and slows down, starts slow and speeds up, or maintains a constant speed. Use data from past Olympic races to support your analysis.
For each day of the Olympics, record the total number of medals earned by your country. For each day work out the cumulative frequency and use these numbers to draw a cumulative frequency chart. Describe the features of your chart.
Investigate how altitude affects athletic performance. Compare performances of athletes in highaltitude venues versus sealevel venues. Analyse data from events held in cities like Mexico City and compare it to events held in London.
Investigate the trends in world records over the past century in events like the 100m sprint and the long jump. Analyse how the records have improved and predict future records based on historical data.
Investigate the costs and benefits of hosting the Olympic Games. Compare the economic impact on cities that have hosted the games in the past 30 years. Analyse data on infrastructure spending, tourism revenue, and longterm benefits to the local economy.
Investigate the performance gap between male and female athletes in various Olympic events. Analyse data to see if the gap has been closing over the years and explore potential reasons for these trends.
Use statistical models to predict the medal counts for different countries in the upcoming Olympics. Analyse factors such as past performance, current world rankings, and investment in sports programs.
Choose five countries that have had a wide range of success in the last Olympics. For each country manually draw a pie chart showing the proportion of gold, silver and bronze medals they won. Comment on what can be seen when comparing the pie charts.


Transum.orgThis web site contains over a thousand free mathematical activities for teachers and pupils. Click here to go to the main page which links to all of the resources available. Please contact me if you have any suggestions or questions. 
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Mathematicians are not the people who find Maths easy; they are the people who enjoy how mystifying, puzzling and hard it is. Are you a mathematician? Comment recorded on the 5 April 'Starter of the Day' page by Mr Stoner, St George's College of Technology: "This resource has made a great deal of difference to the standard of starters for all of our lessons. Thank you for being so creative and imaginative." Comment recorded on the 14 September 'Starter of the Day' page by Trish Bailey, Kingstone School: "This is a great memory aid which could be used for formulae or key facts etc  in any subject area. The PICTURE is such an aid to remembering where each number or group of numbers is  my pupils love it! 
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Numeracy"Numeracy is a proficiency which is developed mainly in Mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and presented in graphs, diagrams, charts and tables." Secondary National Strategy, Mathematics at key stage 3 

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Transum,
Saturday, February 17, 2018
"One method of finding a solution to a puzzle in which the digits one to nine have to be arranged in a particular formation is by trying every different permutation. This strategy however is very time consuming. Even if it only took one second to arrange the numbers and check whether a solution has been found, you would need to allow over one hundred hours to complete the task!
Developing a strategy with some insight or consideration of the number patterns might be a better course of action. Good Luck! "
Deirdre Whittington, Alice Smith School
Friday, March 23, 2018
"The olympic ring problem, level 3, my class found 3 different answers  one that summed to 14, 13 and 11."
Deirdre Whittington, Alice Smith School
Friday, March 23, 2018
"Oops  just realised that the Level 1 and 2 ones were for 11 and 13! We did try to get one that added to 12 but were unsuccessful......is there one and if not, why not?"
Transum,
Monday, January 16, 2023
"I loved Miss Efford's introduction to this activity which I stumbled across on YouTube:
https://www.youtube.com/watch?v=nXmO4peXqQk"