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.

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.

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.

The aim of the game is to slide the green square from the top right hand corner to the bottom left hand corner in the least number of moves.

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.

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

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

Can you describe this route to infinity? Where will the arrows take you next?

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.

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

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.

A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?

Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .

Can you work out how to win this game of Nim? Does it matter if you go first or second?

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?

List any 3 numbers. It is always possible to find a subset of adjacent numbers that add up to a multiple of 3. Can you explain why and prove it?

Choose any 3 digits and make a 6 digit number by repeating the 3 digits in the same order (e.g. 594594). Explain why whatever digits you choose the number will always be divisible by 7, 11 and 13.

How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?

Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

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. . . .

Take any two digit number, for example 58. What do you have to do to reverse the order of the digits? Can you find a rule for reversing the order of digits for any two digit number?

Nim-7 game for an adult and child. Who will be the one to take the last counter?

A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .

Are these statements relating to odd and even numbers always true, sometimes true or never true?

What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?

Can you find the values at the vertices when you know the values on the edges?

It's easy to work out the areas of most squares that we meet, but what if they were tilted?

Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?

It would be nice to have a strategy for disentangling any tangled ropes...

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?

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.

Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?

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.

Try entering different sets of numbers in the number pyramids. How does the total at the top change?

Jo has three numbers which she adds together in pairs. When she does this she has three different totals: 11, 17 and 22 What are the three numbers Jo had to start with?”

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?

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. . . .

How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?

Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?

Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?

Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.

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!

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 activity involves rounding four-digit numbers to the nearest thousand.

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

The Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.