Forwards Add Backwards
What happens when you add a three digit number to its reverse?
Problem
Forwards Add Backwards printable worksheet
The number $747$ can be made by adding a $3$-digit number with its reversal: $621 + 126 = 747$, for example.
Can you find the other two ways of making a total of 747 in this way?
747 is not the only total between 700 and 800 that can be made from a number plus its reversal.
Can you find some other totals between 700 and 800 that can be made from a number plus its reversal?
Can you find all the totals between 700 and 800 that can be made from a number plus its reversal? (There are more than five...)
Can you explain how you know you have found all the possible totals?
How many totals between 300 and 400 can be made from a number plus its reversal? And between 800 and 900...?
Can you work out how to make a total of 1251 by adding a 3-digit number to its reversal?
Can you find all the totals between 1200 and 1300 that can be made from a number plus its reversal? (There are more than five...)
And what about totals between 1900 and 2000...?
Possible extension
I wonder what happens if we subtract rather than add...
Are there any numbers between 200 and 300 that can be made by subtracting a three digit number from its reversal? (There are fewer than five...)
Are there any numbers between 1200 and 1300 that can be made by subtracting a four digit number from its reversal? (There are fewer than five, but more than one...)
Have you found all the possibilities? Can you explain how you know?
With thanks to Don Steward, whose ideas formed the basis of this problem.
Getting Started
There are $10$ totals between $700$ and $800$ which can be made from a number plus its reversal.
Five of these totals are palindromic and the other five aren't.
Student Solutions
Lots of people submitted solutions to this problem - well done, everyone!
Matthew from West Island School in Hong Kong found the other two sets of numbers adding to $726$:
726 can be made by adding 165, 264 and 363 with their reversals.
Hank and Vacha from Elm Park School in New Zealand gave these answers too, along with a great explanation for how they worked them out:
We knew that the units had to add up to $6$ because we couldn't use decimals. The only ways to make $6$ were $3+3$, $5+1$ and $2+4$ ($2+4$ leads to the sum given in the question).
So the first answer has to be something like this: $3?3 + 3?3 = 726$.
The only ways to make $2$ in the tens column are $1 +1$ and $6+6$. It can't be $1+1$ because then the total will be $626$, so the number in the tens place must be $6$. Then you
repeat this step with $1$ and $5$ in the units column to find $561+165=726$.
The same method also works for finding the three ways to do this for $707$ and $766$. Ashlyn from St. Stephen's School Carramar gave this explanation for $707$:
$3$ ways of forming $707$ by adding a number to its reversal:
Rules:
The $1^{st}$ digit and $3^{rd}$ digit of the number must total $7$ (the $3^{rd}$ digit of
$707$).
$0$ cannot be used as a $1^{st}$ or $3^{rd}$ digit as you need both the number and its reversal to have three digits.
The $2^{nd}$ digit in any three digit number and its reversal must be the same.
We can find which numbers add to give $7$:
$0+7$
$1+6$
$2+5$
$3+4$
We know we can't use $0+7$, so the other three combinations must be the $1^{st}$
and $3^{rd}$ digits.
Now we use a system of trial and error to find the $2^{nd}$ digit. We find that $0$ is the only one that fits.
Therefore the $3$ combinations must be:
$304+403=707$
$502+205=707$
$601+106=707$.
Catherine and Charlotte from Culford School found the three numbers which made $766$ when added to their reversal:
$185+581=766$
$284+482=766$
$383+383=766$
Beth and Emily from Culford school successfully found the $10$ numbers between $700$ and $800$ which can be written as the sum of a number and its reversal, and spotted some patterns:
$706$, $707$, $726$, $727$, $747$, $746$, $767$, $766$, $787$, $786$.
They all have even numbers in the middle. They all end in either $6$ or $7$.
Michael Presland from Sevenoaks School added this explanation for the pattern:
For the numbers ending in $7$ the numbers on the outside (of the numbers
you are adding together) must be $3$ and $4$, $6$ and $1$, or $5$ and $2$.
The number in the middle must be less than $5$ so there is no carry over.
For the numbers ending in $6$, we found that the number in the middle of
the two numbers you are adding together must be $5$ or more, so as to make the digit in the hundreds column be $7$ (by carrying one over) while the digit in the units column is six.
Some people tried using an algebraic method to explain the pattern.
Let's say that our three-digit number is written $ABC$. We can express this algebraically as $100A+10B+C$.
Then the reversal of our number is $CBA$, which we can express as $100C+10B+A$. Adding these together gives $101(A+C) + 20B$.
If $A+C$ were greater than $9$, our total would be bigger than $1000$: as we are looking for numbers between $700$ and $800$, $A+C$ must be a single digit.
Let's think about the sum:
$A$ $B$ $C$
+ $C$ $B$ $A$
The units value in this total is $A+C$, with no carry over.
In the tens column, we calculate $B+B$. If $B$ is less than $5$, the tens value is $2B$ with no carry over. If $B$ is between $5$ and $9$, the tens value is the last digit of $2B$ with a carry over of $1$.
The hundreds value in this total is either $A+C$ (if there is no carry over from the tens column), or $A+C+1$ (if there is a carry over from the tens column).
We want the hundreds value in this total to always be $7$, as we are looking for numbers between $700$ and $800$. So either $A+C=6$ or $A+C=7$. This means the units value in the total is always $6$ or $7$.
Whatever $B$ is, the last digit of $2B$ will always be even. So the second digit in our total will always be $0$, $2$, $4$, $6$, or $8$.
Lots of people correctly spotted that there are $10$ numbers between $300$ and $400$ which can be written as the sum of a three-digit number and its reversal, and $10$ numbers between $800$ and $900$ with this property. Will, Lew, and Nick from All Saints Junior School found the numbers:
Between $300$ and $400$ : $363$,$383$,$323$,$343$,$303$,$322$,$302$,$342$,$362$,$382$
Between $800$ and $900$ : $808$,$828$,$848$,$868$,$888$,$807$,$827$,$847$,$867$,$887$.
Well done to everybody who submitted a solution to this problem!
Teachers' Resources
Using NRICH Tasks Richly describes ways in which teachers and learners can work with NRICH tasks in the classroom.
Why do this problem?
This problem offers students an engaging way to apply their understanding of place value. We hope that students will build on their initial results and use the generalisations that emerge to justify their conclusions.
Possible approach
This printable worksheet may be useful: Forwards add Backwards.
You could pose each of the questions in the form "I wonder..." to capture how productive it can be for mathematicians to be curious and keep asking questions.
The sequence of questions in the problem builds up ideas iteratively and offer slightly different challenges at each stage.
The real value of this problem is that it offers students various contexts in which to explore what's the same and what's different about the various solutions (see Key Questions below) and challenge students to use this to build convincing arguments.
It is important to allow enough time and opportunities for students to develop, refine and share their arguments with each other.
Key questions
Which numbers from 0 to 9 can you use in the tens column?
Which pairs of numbers could you use in the hundreds column (and ones column)?
What is the same in each calculation?
Possible support
You may like to invite students to write their totals on the board as they go along so that these can prompt other students to consider further alternatives.
Possible extension
In the problem, the possible extension invites students to consider subtraction rather than addition. Developing convincing arguments that they ahve found all poissble solutions is slightly more difficult in this case, so teachers might like to encourage students to turn to algebra.
Interestingly, if for the first challenge we start with $abc$, then $(100a+10b+c)-(100c+10b+a)=99a-99c$, so the differences need to be a multiple of $99$.
For the second challenge, starting with $abcd$, differences need to be of the form $999(a-d)+90(b-c)$. This means they could either be $999$ plus a multiple of $90$, or $1998$ minus a multiple of $90$.
Once students have worked on this extension, they might like to try working on Legs Eleven.