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.
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.
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?
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.
Find the sum of all three-digit numbers each of whose digits is odd.
How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?
Here are some arrangements of circles. How many circles would I need to make the next size up for each? Can you create your own arrangement and investigate the number of circles it needs?
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?
What would be the smallest number of moves needed to move a Knight from a chess set from one corner to the opposite corner of a 99 by 99 square board?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?
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.
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.
While we were sorting some papers we found 3 strange sheets which seemed to come from small books but there were page numbers at the foot of each page. Did the pages come from the same book?
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
Find a route from the outside to the inside of this square, stepping on as many tiles as possible.
Are these statements relating to odd and even numbers always true, sometimes true or never true?
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?
In this problem we are looking at sets of parallel sticks that cross each other. What is the least number of crossings you can make? And the greatest?
Can you find all the ways to get 15 at the top of this triangle of numbers?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Can you make dice stairs using the rules stated? How do you know you have all the possible stairs?
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
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?
Think of a number, square it and subtract your starting number. Is the number you’re left with odd or even? How do the images help to explain this?
This task follows on from Build it Up and takes the ideas into three dimensions!
Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?
What happens when you round these three-digit numbers to the nearest 100?
What happens when you round these numbers to the nearest whole number?
This activity involves rounding four-digit numbers to the nearest thousand.
Use two dice to generate two numbers with one decimal place. What happens when you round these numbers to the nearest whole number?
This challenge focuses on finding the sum and difference of pairs of two-digit numbers.
Watch this video to see how to roll the dice. Now it's your turn! What do you notice about the dice numbers you have recorded?
This challenge encourages you to explore dividing a three-digit number by a single-digit 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?
Can you describe this route to infinity? Where will the arrows take you next?
This challenge asks you to imagine a snake coiling on itself.
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.
An investigation that gives you the opportunity to make and justify predictions.
Find out what a "fault-free" rectangle is and try to make some of your own.
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
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.
Here are two kinds of spirals for you to explore. What do you notice?
One block is needed to make an up-and-down staircase, with one step up and one step down. How many blocks would be needed to build an up-and-down staircase with 5 steps up and 5 steps down?
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?