The Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.

It would be nice to have a strategy for disentangling any tangled ropes...

Can all unit fractions be written as the sum of two unit fractions?

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. . . .

Can you see how to build a harmonic triangle? Can you work out the next two rows?

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 =

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.

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.

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?

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 find the values at the vertices when you know the values on the edges?

It's easy to work out the areas of most squares that we meet, but what if they were tilted?

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

Think of a number, square it and subtract your starting number. Is the number you’re left with odd or even? How do the images help to explain this?

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.

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. . . .

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?

These squares have been made from Cuisenaire rods. Can you describe the pattern? What would the next square look like?

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.

Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?

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.

How many moves does it take to swap over some red and blue frogs? Do you have a method?

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?

Try entering different sets of numbers in the number pyramids. How does the total at the top change?

Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.

It starts quite simple but great opportunities for number discoveries and patterns!

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.

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 ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?

Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.

This challenge focuses on finding the sum and difference of pairs of two-digit numbers.

Find the sum and difference between a pair of two-digit numbers. Now find the sum and difference between the sum and difference! What happens?

Find a route from the outside to the inside of this square, stepping on as many tiles as possible.

Strike it Out game for an adult and child. Can you stop your partner from being able to go?

Nim-7 game for an adult and child. Who will be the one to take the last counter?

Got It game for an adult and child. How can you play so that you know you will always win?

How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?

Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?

Charlie has moved between countries and the average income of both has increased. How can this be so?

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. . . .

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

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

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?