Mathematical discovery at CIRS

Math Challenge

For minds that look beyond the obvious.

Explore your division View results archive Try the cube puzzle

Four divisions, one love of mathematics.

A different way to think.

Every problem is an invitation to discover a new way of thinking.

Try it yourself · No timer

Build your way to 1729.

Find two different pairs of positive whole numbers whose cubes each add up to 1729. Change an edge and watch its volume grow.

Based on the December 2016 newsletter example. Read the full worked solution.

From the CIRS mathematics newsletter

One number.
Two ways to see it.

Explore the two cube decompositions of 1729 shown in the school’s December 2016 newsletter, printed page 1.

Show full solution

Can the same number be a sum of two positive cubes in two different ways?

1³12³9³10³=

Find two pairs of positive integers.

1³ + 12³ = 9³ + 10³ = 1729

A complete solution

  1. 01. The problem

    Find a number that can be expressed as two different sums of two positive cubes.

  2. 02. Build the cubes

    Try the pairs (1, 12) and (9, 10). A cube with side n has volume n³.

  3. 03. Calculate each pair

    1³ = 1 and 12³ = 1728, so their sum is 1729.
    9³ = 729 and 10³ = 1000, so their sum is also 1729.

  4. 04. Verify the equality

    13+123=93+103=1729

    Both pairs contain different positive integers, and both give the same sum.

Read the original newsletter

Four grade divisions

Find your challenge.

The challenge runs in four divisions, from Grade 5 to Grade 12. Explore each division and its published results. Try the newsletter’s 1729 cube challenge above.

Division 01

Grades 5–6

Number sense, pattern and logic — problems that reward noticing rather than calculating quickly.

Grade-specific problem sets have not been supplied. The published documents below announce winners.

Explore the 1729 cube challenge →

Published results

View this division in the results archive →

Division 02

Grades 7–8

Reasoning stretched further: relationships, geometry and the kind of puzzle that needs a plan before a pencil.

Grade-specific problem sets have not been supplied. The published documents below announce winners.

Explore the 1729 cube challenge →

Published results

View this division in the results archive →

Division 03

Grades 9–10

Problems that ask a student to connect ideas from different parts of the syllabus, and to justify the connection.

Grade-specific problem sets have not been supplied. The published documents below announce winners.

Explore the 1729 cube challenge →

Published results

View this division in the results archive →

Division 04

Grades 11–12

Sustained problems of the sort that reward a whole evening, and the habits of mind that higher study asks for.

Grade-specific problem sets have not been supplied. The published documents below announce winners.

Explore the 1729 cube challenge →

Published results

View this division in the results archive →

Published winners’ bulletins

The results archive.

Month by month, the mathematics department publishes a bulletin naming each division’s winners. Every bulletin published so far is listed here, newest first. Where a division has no bulletin for a month, none is listed.

25 bulletins across 7 months

April 2026

4 bulletins

February 2026

2 bulletins

January 2026

4 bulletins

October 2025

3 bulletins

September 2025

4 bulletins

August 2025

4 bulletins

July 2025

4 bulletins

Five stages

How a mind solves.

  1. Question

    Read it twice. Decide what is actually being asked, and what is only decoration.

  2. Think

    Look for the pattern, the symmetry, the thing that stays the same while everything else moves.

  3. Explore

    Try the small case. Draw it. Guess, then test the guess and find out why it failed.

  4. Solve

    Build the argument step by step, and check that each step follows from the one before it.

  5. Discover

    Ask what the problem was really about — that is the part that carries to the next one.

Under construction

This page is still being written. Photographs, names and figures marked in brackets are placeholders awaiting the school, and more will be added here in the weeks ahead. Tell us what is missing.

The journey continues at CIRS