The Miller's Puzzle

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This is an interactive variation of the puzzle described by Henry Ernest Dudeney in 'The Canterbury Puzzles'

The Miller's Puzzle

"The Miller next took the company aside and showed them nine sacks of flour that were standing as depicted in the sketch. "Now, hearken, all and some," said he, "while that I do set ye the riddle of the nine sacks of flour. And mark ye, my lords and masters, that there be single sacks on the outside, pairs next unto them, and three together in the middle thereof. By Saint Benedict, it doth so happen that if we do but multiply the pair, 28, by the single one, 7, the answer is 196, which is of a truth the number shown by the sacks in the middle. Yet it be not true that the other pair, 34, when so multiplied by its neighbour, 5, will also make 196. Wherefore I do beg you, gentle sirs, so to place anew the nine sacks with as little trouble as possible that each pair when thus multiplied by its single neighbour shall make the number in the middle." As the Miller has stipulated in effect that as few bags as possible shall be moved, there is only one answer to this puzzle, which everybody should be able to solve."

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Comment recorded on the 2 May 'Starter of the Day' page by Angela Lowry, :

"I think these are great! So useful and handy, the children love them.
Could we have some on angles too please?"

Comment recorded on the 25 June 'Starter of the Day' page by Inger.kisby@herts and essex.herts.sch.uk, :

"We all love your starters. It is so good to have such a collection. We use them for all age groups and abilities. Have particularly enjoyed KIM's game, as we have not used that for Mathematics before. Keep up the good work and thank you very much
Best wishes from Inger Kisby"

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The Transum Newsletter for December 2024 has just been published. Click on the image above to read about the latest developments on this site and try to solve the puzzle of the month. You can read the newsletter online or listen to it by downloading the podcast.

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

Go Maths

Learning and understanding Mathematics, at every level, requires learner engagement. Mathematics is not a spectator sport. Sometimes traditional teaching fails to actively involve students. One way to address the problem is through the use of interactive activities and this web site provides many of those. The Go Maths main page links to more activities designed for students in upper Secondary/High school.

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