What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?

Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?

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

To avoid losing think of another very well known game where the patterns of play are similar.

Explore the effect of reflecting in two parallel mirror lines.

The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?

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

A red square and a blue square overlap so that the corner of the red square rests on the centre of the blue square. Show that, whatever the orientation of the red square, it covers a quarter of the. . . .

Can you work out how to win this game of Nim? Does it matter if you go first or second?

The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?

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?

A game for 2 players with similaritlies to NIM. Place one counter on each spot on the games board. Players take it is turns to remove 1 or 2 adjacent counters. The winner picks up the last counter.

Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?

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.

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 loser is the player who takes the last counter.

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.

Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

What would be the smallest number of moves needed to move a Knight from a chess set from one corner to the opposite corner of a 99 by 99 square board?

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 moves.

A game for 2 players. Set out 16 counters in rows of 1,3,5 and 7. Players take turns to remove any number of counters from a row. The player left with the last counter looses.

With one cut a piece of card 16 cm by 9 cm can be made into two pieces which can be rearranged to form a square 12 cm by 12 cm. Explain how this can be done.

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

Explore the effect of reflecting in two intersecting mirror lines.

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

Can you find sets of sloping lines that enclose a square?

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?

What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?

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.

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.

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. . . .

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. . . .

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.

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

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. . . .

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?

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.

What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =

Choose any two numbers. Call them a and b. Work out the arithmetic mean and the geometric mean. Which is bigger? Repeat for other pairs of numbers. What do you notice?

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 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.

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.

Jo made a cube from some smaller cubes, painted some of the faces of the large cube, and then took it apart again. 45 small cubes had no paint on them at all. How many small cubes did Jo use?

Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?

Can you describe this route to infinity? Where will the arrows take you next?

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

Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?