First of all, pick the number of times a week that you would like
to eat chocolate. Multiply this number by 2...
Can all unit fractions be written as the sum of two unit fractions?
The Egyptians expressed all fractions as the sum of different unit
fractions. Here is a chance to explore how they could have written
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. . . .
Problem solving is at the heart of the NRICH site. All the problems
give learners opportunities to learn, develop or use mathematical
concepts and skills. Read here for more information.
It would be nice to have a strategy for disentangling any tangled
A collection of games on the NIM theme
Great Granddad is very proud of his telegram from the Queen
congratulating him on his hundredth birthday and he has friends who
are even older than he is... When was he born?
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.
A game for 2 players
What would you get if you continued this sequence of fraction sums?
1/2 + 2/1 =
2/3 + 3/2 =
3/4 + 4/3 =
The triangle OMN has vertices on the axes with whole number co-ordinates. How many points with whole number coordinates are there on the hypotenuse MN?
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.
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.
Can you see how to build a harmonic triangle? Can you work out the next two rows?
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
To avoid losing think of another very well known game where the
patterns of play are similar.
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
It starts quite simple but great opportunities for number discoveries and patterns!
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Build gnomons that are related to the Fibonacci sequence and try to
explain why this is possible.
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
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.
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
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?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
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. . . .
Can you use the diagram to prove the AM-GM inequality?
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?
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. . . .
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?
Can you describe this route to infinity? Where will the arrows take you next?
Can you find sets of sloping lines that enclose a square?
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 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.
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?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
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 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?
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
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.
Can you find an efficient method to work out how many handshakes
there would be if hundreds of people met?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Charlie has moved between countries and the average income of both
has increased. How can this be so?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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?