Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.
If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable.
Decide which of these diagrams are traversable.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
How many different journeys could you make if you were going to visit four stations in this network? How about if there were five stations? Can you predict the number of journeys for seven stations?
A collection of games on the NIM theme
A game for 2 players. Set out 16 counters in rows of 1,3,5 and 7. Players take turns to remove any number of counters from a row. The player left with the last counter looses.
A game for 2 players with similaritlies to NIM. Place one counter on each spot on the games board. Players take it is turns to remove 1 or 2 adjacent counters. The winner picks up the last counter.
Problem solving is at the heart of the NRICH site. All the problems
give learners opportunities to learn, develop or use mathematical
concepts and skills. Read here for more information.
In how many ways can you arrange three dice side by side on a
surface so that the sum of the numbers on each of the four faces
(top, bottom, front and back) is equal?
Charlie has moved between countries and the average income of both
has increased. How can this be so?
Can you tangle yourself up and reach any fraction?
It would be nice to have a strategy for disentangling any tangled
A package contains a set of resources designed to develop
pupils’ mathematical thinking. This package places a
particular emphasis on “generalising” and is designed
to meet the. . . .
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
Can you find the values at the vertices when you know the values on
Imagine starting with one yellow cube and covering it all over with
a single layer of red cubes, and then covering that cube with a
layer of blue cubes. How many red and blue cubes would you need?
Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?
We can show that (x + 1)² = x² + 2x + 1 by considering
the area of an (x + 1) by (x + 1) square. Show in a similar way
that (x + 2)² = x² + 4x + 4
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
This article for teachers describes several games, found on the
site, all of which have a related structure that can be used to
develop the skills of strategic planning.
Find some examples of pairs of numbers such that their sum is a
factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and
16 is a factor of 48.
The sum of the numbers 4 and 1 [1/3] is the same as the product of 4 and 1 [1/3]; that is to say 4 + 1 [1/3] = 4 × 1 [1/3]. What other numbers have the sum equal to the product and can this be so for. . . .
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
In how many different ways can you break up a stick of 7 interlocking cubes? Now try with a stick of 8 cubes and a stick of 6 cubes.
Start with any number of counters in any number of piles. 2 players
take it in turns to remove any number of counters from a single
pile. The winner is the player to take the last counter.
Find out what a "fault-free" rectangle is and try to make some of
Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.
Imagine a large cube made from small red cubes being dropped into a
pot of yellow paint. How many of the small cubes will have yellow
paint on their faces?
Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?
Imagine you have a large supply of 3kg and 8kg weights. How many of each weight would you need for the average (mean) of the weights to be 6kg? What other averages could you have?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
It starts quite simple but great opportunities for number discoveries and patterns!
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
How many ways can you find to do up all four buttons on my coat?
How about if I had five buttons? Six ...?
Can you describe this route to infinity? Where will the arrows take you next?
What happens when you round these numbers to the nearest whole number?
Find the sum and difference between a pair of two-digit numbers. Now find the sum and difference between the sum and difference! What happens?
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
This challenge focuses on finding the sum and difference of pairs of two-digit numbers.
Use two dice to generate two numbers with one decimal place. What happens when you round these numbers to the nearest whole number?
What happens when you round these three-digit numbers to the nearest 100?
Tom and Ben visited Numberland. Use the maps to work out the number
of points each of their routes scores.
What can you say about these shapes? This problem challenges you to
create shapes with different areas and perimeters.
How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?
What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?
Only one side of a two-slice toaster is working. What is the
quickest way to toast both sides of three slices of bread?
Consider all two digit numbers (10, 11, . . . ,99). In writing down
all these numbers, which digits occur least often, and which occur
most often ? What about three digit numbers, four digit numbers. . . .
Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?