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?”
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
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
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?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
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?
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 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. . . .
Can you find the values at the vertices when you know the values on
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?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
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.
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.
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.
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
This challenge asks you to imagine a snake coiling on itself.
Can you find sets of sloping lines that enclose a square?
Can you describe this route to infinity? Where will the arrows take you next?
A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
Take any two positive numbers. Calculate the arithmetic and geometric means. Repeat the calculations to generate a sequence of arithmetic means and geometric means. Make a note of what happens to the. . . .
What would you get if you continued this sequence of fraction sums?
1/2 + 2/1 =
2/3 + 3/2 =
3/4 + 4/3 =
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. . . .
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. . . .
Find a route from the outside to the inside of this square, stepping on as many tiles as possible.
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?
Here are two kinds of spirals for you to explore. What do you notice?
Do you notice anything about the solutions when you add and/or
subtract consecutive negative numbers?
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. . . .
Can you find an efficient method to work out how many handshakes
there would be if hundreds of people met?
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?
The Egyptians expressed all fractions as the sum of different unit
fractions. Here is a chance to explore how they could have written
Can all unit fractions be written as the sum of two unit fractions?
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
Charlie has moved between countries and the average income of both
has increased. How can this be so?
How could Penny, Tom and Matthew work out how many chocolates there
are in different sized boxes?
It would be nice to have a strategy for disentangling any tangled
Can you tangle yourself up and reach any fraction?
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?
It starts quite simple but great opportunities for number discoveries and patterns!
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?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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. . . .