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
Can all unit fractions be written as the sum of two unit fractions?
The Egyptians expressed all fractions as the sum of different unit
fractions. Here is a chance to explore how they could have written
Great Granddad is very proud of his telegram from the Queen
congratulating him on his hundredth birthday and he has friends who
are even older than he is... When was he born?
What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?
How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?
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 find the values at the vertices when you know the values on
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?
How many centimetres of rope will I need to make another mat just
like the one I have here?
Are these statements always true, sometimes true or never true?
Can you describe this route to infinity? Where will the arrows take you next?
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.
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?
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?”
A collection of games on the NIM theme
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.
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?
Can you tangle yourself up and reach any fraction?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
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?
It would be nice to have a strategy for disentangling any tangled
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.
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?
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
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.
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.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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?
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?
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.
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 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.
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
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?
How could Penny, Tom and Matthew work out how many chocolates there
are in different sized boxes?
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
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 ...?
This activity involves rounding four-digit numbers to the nearest thousand.
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?
Here are two kinds of spirals for you to explore. What do you notice?