Polygons drawn on square dotty paper have dots on their perimeter
(p) and often internal (i) ones as well. Find a relationship
between p, i and the area of the polygons.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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.
Three circles have a maximum of six intersections with each other.
What is the maximum number of intersections that a hundred circles
Can you find an efficient method to work out how many handshakes
there would be if hundreds of people met?
An AP rectangle is one whose area is numerically equal to its perimeter. If you are given the length of a side can you always find an AP rectangle with one side the given length?
In how many ways can you arrange three dice side by side on a
surface so that the sum of the numbers on each of the four faces
(top, bottom, front and back) is equal?
Use the interactivity to investigate what kinds of triangles can be
drawn on peg boards with different numbers of pegs.
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
It's easy to work out the areas of most squares that we meet, but
what if they were tilted?
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?
Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten
numbers from the bags above so that their total is 37.
Draw a square. A second square of the same size slides around the
first always maintaining contact and keeping the same orientation.
How far does the dot travel?
What can you say about these shapes? This problem challenges you to
create shapes with different areas and perimeters.
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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?
A collection of games on the NIM theme
Can you tangle yourself up and reach any fraction?
It would be nice to have a strategy for disentangling any tangled
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.
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.
Can you find the values at the vertices when you know the values on
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
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.
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.
Compare the numbers of particular tiles in one or all of these
three designs, inspired by the floor tiles of a church in
How many moves does it take to swap over some red and blue frogs? Do you have a method?
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?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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?
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.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
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.
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?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
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?
The Egyptians expressed all fractions as the sum of different unit
fractions. Here is a chance to explore how they could have written
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
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.
It starts quite simple but great opportunities for number discoveries and patterns!
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
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. . . .
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. . . .