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?
It would be nice to have a strategy for disentangling any tangled
Can you tangle yourself up and reach any fraction?
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. . . .
This challenge asks you to imagine a snake coiling on itself.
Can you see how to build a harmonic triangle? Can you work out the next two rows?
Charlie has moved between countries and the average income of both
has increased. How can this be so?
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.
What would you get if you continued this sequence of fraction sums?
1/2 + 2/1 =
2/3 + 3/2 =
3/4 + 4/3 =
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
Use the interactivity to investigate what kinds of triangles can be
drawn on peg boards with different numbers of pegs.
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?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
An investigation that gives you the opportunity to make and justify
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 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 see why 2 by 2 could be 5? Can you predict what 2 by 10
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.
Find out what a "fault-free" rectangle is and try to make some of
Do you notice anything about the solutions when you add and/or
subtract consecutive negative numbers?
Can you find the values at the vertices when you know the values on
A collection of games on the NIM theme
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?”
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 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.
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.
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?
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?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
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?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?
It's easy to work out the areas of most squares that we meet, but
what if they were tilted?
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?
Only one side of a two-slice toaster is working. What is the
quickest way to toast both sides of three slices of bread?
In this game for two players, the idea is to take it in turns to choose 1, 3, 5 or 7. The winner is the first to make the total 37.
This activity involves rounding four-digit numbers to the nearest thousand.
What happens when you round these numbers to the nearest whole number?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Can you describe this route to infinity? Where will the arrows take you next?
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!
What happens when you round these three-digit numbers to the nearest 100?
Use two dice to generate two numbers with one decimal place. What happens when you round these numbers to the nearest whole number?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Strike it Out game for an adult and child. Can you stop your partner from being able to go?
Got It game for an adult and child. How can you play so that you know you will always win?
This challenge encourages you to explore dividing a three-digit number by a single-digit number.