When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
A collection of games on the NIM theme
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
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.
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.
Can you describe this route to infinity? Where will the arrows take you next?
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
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. . . .
Charlie and Abi put a counter on 42. They wondered if they could visit all the other numbers on their 1-100 board, moving the counter using just these two operations: x2 and -5. What do you think?
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?”
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?
Do you notice anything about the solutions when you add and/or
subtract consecutive negative numbers?
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.
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. . . .
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.
Think of a number, add one, double it, take away 3, add the number
you first thought of, add 7, divide by 3 and take away the number
you first thought of. You should now be left with 2. How do I. . . .
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
Can you find sets of sloping lines that enclose a square?
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?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
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.
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.
It would be nice to have a strategy for disentangling any tangled
A country has decided to have just two different coins, 3z and 5z
coins. Which totals can be made? Is there a largest total that
cannot be made? How do you know?
Can you see how to build a harmonic triangle? Can you work out the next two rows?
How could Penny, Tom and Matthew work out how many chocolates there
are in different sized boxes?
It starts quite simple but great opportunities for number discoveries and patterns!
Nim-7 game for an adult and child. Who will be the one to take the last counter?
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. . . .
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?
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?
Take any whole number between 1 and 999, add the squares of the
digits to get a new number. Make some conjectures about what
happens in general.
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?
A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Can you work out how to win this game of Nim? Does it matter if you go first or second?
Many numbers can be expressed as the sum of two or more consecutive integers. For example, 15=7+8 and 10=1+2+3+4. Can you say which numbers can be expressed in this way?
The diagram shows a 5 by 5 geoboard with 25 pins set out in a square array. Squares are made by stretching rubber bands round specific pins. What is the total number of squares that can be made on a. . . .
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. . . .
The number of plants in Mr McGregor's magic potting shed increases
overnight. He'd like to put the same number of plants in each of
his gardens, planting one garden each day. How can he do it?
You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .
The NRICH team are always looking for new ways to engage teachers
and pupils in problem solving. Here we explain the thinking behind
Take a look at the multiplication square. The first eleven triangle
numbers have been identified. Can you see a pattern? Does the
Use the interactivity to investigate what kinds of triangles can be
drawn on peg boards with different numbers of pegs.