Hollow squares
Problem
Hollow Squares printable worksheet
In Napoleonic battles a hollow square was a popular formation for an infantry battalion designed to cope with Cavalry charges.
For example, the picture on the right shows a recreation of Wellington's army at Waterloo.
Below are two diagrams showing symmetrical hollow square formations.
Click below to see two methods of dividing up the dots that might help you work it out:
Alison's Method:
Charlie's Method:
A general has 960 soldiers. How many different ways can he arrange his battalion in a symmetric hollow square?
What can you say about battalion sizes that can't be arranged as symmetric hollow squares?
Can you find a general strategy for arranging any possible battalion into all possible symmetric hollow squares?
What about hollow squares that are not symmetric...?
You may also like to take a look at What's Possible?
With thanks to Don Steward, whose ideas formed the basis of this problem.
Getting Started
You may want to start by exploring how many hollow square arrangements there are for smaller battalions.
Perhaps look for hollow square arrangements of 48, 80, and 120 people.
Student Solutions
Kaitlyn and Zani from Frederick Irwin Anglican School in Australia found how many dots are in each square:
A really easy way to figure out how many soldiers are in the hollow square (or how many dots there are) is to times the outside by itself, for example: if there are 16 dots on the top line you would times 16 by 16 (16$\times$16). Then times the inside of the square by itself, for example: if there are 10 dots on the top line on the inside, you would multiply 10 by itself (10$\times$10).
16$\times$16 = 256
10$\times$10 = 100
Once you know what they equal, you take the 'inside number' from the 'outside number' (256$-$100), which is 156. So now you know that the hollow square has 156 soldiers (or dots).
Mahdi from Mahatma Gandhi International School in India used Alison's method:
Each rectangle will contain $240$ soldiers because all four rectangles contain the same number of soldiers. Many various dimensions of rectangles for $240$ soldiers can be formed. They are listed below:
Each rectangle with $4$ copies of itself properly arranged can show that it indeed forms a hollow square.
Karrar, Hayder and David from Michaela Community School in the UK, Vid from Srednja Å¡ola ÄŒrnomelj and Siddhant from Singapore International School in India used Charlie's method. Karrar showed how to set up an equation:
We are finding a literal difference of two squares.
$x^2 - y^2 = 960 \Rightarrow (x+y)(x-y) = 960$
$x, y$ are positive integers
This is how Hayder and David then found values for $x$ and $y$ (which they call $a$ and $b$):
Karrar listed all of the factor pairs of 960, but pointed out that not all of them will give symmetric hollow squares. In fact, Hayder and David explained why some of them won't give hollow squares at all:
Karrar sent in this final answer of all of the symmetrical hollow squares of 196 soldiers:
We can see that symmetry is created when both numbers are either odd or even
This is because odd $\pm$ odd = even
even $\pm$ even = even
Aim: filter out the results for $x$ and $y$ (from $x^2+y^2=960$) in which $x$ and $y$ are both even or odd.
Here are all 10 of Karrar's answers, which David and Hayder also found. Click here to see a larger version.
Siddhant set up the algebra differently to avoid non-symmetric hollow squares:
We can first take the length of the larger square as $x.$ This means the length of the smaller square is $(x-2c),$ where $c$ is the number of dots between the two squares. It will be $(x-2c)$ because there are $c$ dots separating the squares on both sides.
We can then formulate the expression:
$(x)^2 - (x-2c)^2$
This gives us the total number of soldiers in the hollow square. This uses Charlie's method.
Expanding and simplifying this, we get:
$4c(x-c)$
We can equate this to $960,$ as that is the total number of soldiers said in the question.
$4c(x-c) = 960$
$c(x-c) = 240$
We then find the total number of factor pairs of $240,$ which is exactly $10;$
$1 \times 240, 2 \times 120, 3 \times 80, 4 \times 60, 5 \times 48, 6 \times 40, 8 \times 30, 10 \times 24, 12 \times 20,$
or $15 \times 16$
$c$ is equal to the first number (the smaller number), and $(x-c)$ is equal to the second number (the larger number). Therefore there are ten different ways that the general can arrange the $960$ soldiers in a hollow square.
Notice that this is very similar to Alison's method. In fact, Mahdi and Vid showed how the two methods are related. This is Mahdi's work:
$$\begin{align}(a+b)^2 - (a-b)^2 &= 960\\
\left(a^2 + b^2 + 2ab\right) - \left(a^2+b^2-2ab\right) &= 960\\
a^2 + b^2 + 2ab - a^2 - b^2 - 2ab & = 960\\
4ab &= 960\end{align}$$
Vid and Siddhant generalised this to hollow squares with different numbers of soldiers. Vid wrote:
Working out which numbers can make symmetric and non-symmetric hollow squares is more complicated. From Siddhant's method (or Alison's method), we can see that hollow squares can only be symmetric if the number of soldiers is a multiple of 4:
$4c(x-c)$ is the number of soldiers in a symmetric hollow square
So the number of soldiers in a symmetric hollow square is always a multiple of $4$
Shyam from Nower Hill and Agathiyan from Hymers College in the UK explained why even numbers which are not multiples of $4$ can never make hollow squares:
Integers with only one 2 able to be factored out of it is not possible to make any hollow square because: when the number is written as $(x+y)(x-y)$, the one 2 must either be a factor of $(x+y)$ or of $(x-y)$, so only one of them is even.
But this does not work as any 2 pairs of numbers when added and subtracted from each other have to create either 2 odd numbers or 2 even numbers, meaning the given circumstance is impossible.
They also found out which odd numbers can make hollow squares:
However, every other number that can't make a symmetrical hollow square (all odd numbers) can make a non-symmetrical square as: $(x+y)(x-y)=x^2-y^2$
For primes, you can make $x-y=1$, so $x+y=\text{the prime}$, so $x$ will be $\frac{prime}{2}+0.5$ and $y$ will be $\frac{prime}2-0.5$. However when $x-y=1$, it will only be a right angle (L shape), not a proper hollow square as for it to be a proper hollow square $x-y\ge2$, $1$ for each border so no primes can make a symmetrical hollow square.
Meanwhile other odd numbers can work if $x-y$ is one of their factors and $x+y$ is the other factor in the factor pair.
(in this case, $x+y$ and $x-y$ will both be odd)
Teachers' Resources
Why do this problem?
This problem offers a historical 'hook' from which some numerical and algebraic discoveries can be made. The starting point of arrangements of soldiers leads to properties of the difference of two squares.
This problem, used in conjunction with What's Possible? and Plus Minus, could offer students insight into the factorisation $a^2-b^2=(a+b)(a-b)$. It is a nice example of a Low Threshold High Ceiling task, as students can move from the initial visual context to more abstract algebraic representations and generalisations. You can read more about
Low Threshold High Ceiling tasks in this article.
Possible approach
You may wish to use these slides to introduce the problem.
"In Napoleonic battles a hollow square was a popular formation for an infantry battalion designed to cope with Cavalry charges." Show the picture of Wellington's army.
Show this image, the second slide.
"Here's a small battalion arranged in a symmetric hollow square. Can you work out how many soldiers there are?"
Talk to your neighbour to check that you agree. Did you work it out the same way?"
Invite students to describe their methods for working out how many soldiers there are in the picture. The two most common methods are to subtract the 4 x 4 square from the 8 x 8 square, or to divide it into four identical 2 x 6 rectangles. Make a record of the methods on the board:
It's really valuable for students to see both methods, so share them if students don't suggest them. See Alison's and Charlie's methods in the problem.
"Sometimes it might be easier to use one method, and sometimes it might be easier to use another. Have a go at working out how many soldiers there are in these images, ideally using both methods."
Show image 2 and image 3 (the next two slides). After students have explained how they calculated the number of soldiers and recorded it, the board might look a bit like this:
"We now have a way of working out how many soldiers there are in any symmetric hollow square formation."
"But what if we had some soldiers and needed to know how they could be arranged?"
In a while I'm going to challenge you by giving you a number of soldiers. You need to be able to tell me straight away whether they can be arranged in a symmetric hollow square formation, and if so, how many different formations, and the dimensions of the squares."
If students are unsure of how to start with this, suggest that they try some particular cases, for example 60, 72, 120 soldiers.
Bring the class together to discuss their findings. You may wish to invite students to show their working for a particular case. Here's what the board might look like if they have been finding the arrangements for 120 soldiers:
"Now you should be able to quickly work out all the possible formations for any number of soldiers that's a multiple of four."
"Let's try it: if you had 720 soldiers, how many symmetric hollow square arrangements could there be?"
At this stage, students should be able to tackle this without doing any more drawings, and be able to explain there will be nine different arrangements corresponding to the 9 factor pairs of 180.
Finally, if it's not already cropped up, discuss how to work out the dimensions of the two squares from the factor pairs. Students could be invited to construct a table like this:
Factor Pairs | Hollow Squares |
$1, 180$ | $181^2-179^2$ |
$2, 90$ | $92^2-88^2$ |
$3, 60$ | $63^2-57^2$ |
$4, 45$ | $49^2-41^2$ |
$5, 36$ | $41^1-31^2$ |
$6, 30$ | $36^2-24^2$ |
$9, 20$ | $29^2-11^2$ |
$10, 18$ | $28^2-8^2$ |
$12, 15$ | $27^2-3^2$ |
This is a natural break point if you wish to spread the work over multiple lessons. The 'punchline' of this part of proceedings could be noticing that the sum and difference of the factor pairs gives the two square numbers in the table above, a tantalising teaser of the difference of two squares formula which could emerge in the next lesson.
In a follow up lesson, you could show the final slide or image 4 and image 5. This introduces the idea of asymmetric hollow squares, where the number of soldiers is not necessarily divisible by four.
You may wish to look at the teachers' notes to What's Possible? and Plus Minus for some ideas on how to move students' thinking on to more general understanding of the properties of the difference of two squares.
Key questions
How can we quickly work out how many soldiers there are?
How can we "work backwards" to find all the arrangements of soldiers?
Why is it impossible to arrange some numbers of soldiers in hollow square formation?
Possible support
Offer some more structure initially, by suggesting students work on the different arrangements for 60, 72 and/or 120 soldiers before asking the more challenging question requiring them to find a general method.
Possible extension
Plus Minus offers a proof of the identity for the difference of two square numbers, and some interesting follow-up questions.