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ATM: Supporting Mathsweek ATM TRANSFORMING · ATM: Supporting Mathsweek London The map of the London Underground has always been of interest to mathematicians. It does not show a

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Page 1: ATM: Supporting Mathsweek ATM TRANSFORMING · ATM: Supporting Mathsweek London The map of the London Underground has always been of interest to mathematicians. It does not show a

ATM

TRANSFORMINGATM: Supporting Mathsweek

London

Page 2: ATM: Supporting Mathsweek ATM TRANSFORMING · ATM: Supporting Mathsweek London The map of the London Underground has always been of interest to mathematicians. It does not show a

ATM: Supporting Mathsweek London

The map of the London Underground has always been of interest to mathematicians.

It does not show a scaled down version of the underground rail network but does

show how to travel between stations.

Some of the questions are based on the actual railway system, others use the map

as a basis for puzzles that develop mathematical thinking.

You may choose to work only with the Underground lines or to extend to the

Overground network as well.

If A=1, B=2 and so on, which station is worth 186?

If A=1, B=2 and so on, which station is worth 71?

If A=1, B=2 and so on, which station is worth the most?

If A=1, B=2 and so on, which station is worth the least?

How many stations do you visit when you travel from Harrow-on-the-Hill to Temple?

How many stations do you visit when you travel from Ealing Broadway to Waterloo?

What is the least number of stations you visit when you travel from Tower Hill to Piccadilly Circus?

What is the least number of stations you visit when you travel from St Paul's to Victoria?

What is the quickest way to travel from Lancaster Gate to Paddington?

What is the quickest way to travel from St Paul's to Barbican?

Why is it quicker to walk between some stations?

You have to close two Underground lines. Which would you close and why?

Now make up some questions of your own about the London Underground.

Make up an easy one, then one that you would be interested to know the answer to.

Remember to work out the answers as well.

©Association of Teachers of Mathematics www.atm.org.uk

Cover design. Thanks to Tracy Smith [email protected]