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.
For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
Got It game for an adult and child. How can you play so that you know you will always win?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
The NRICH team are always looking for new ways to engage teachers
and pupils in problem solving. Here we explain the thinking behind
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
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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?
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.
Take a look at the multiplication square. The first eleven triangle
numbers have been identified. Can you see a pattern? Does the
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.
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
Think of a number, add one, double it, take away 3, add the number
you first thought of, add 7, divide by 3 and take away the number
you first thought of. You should now be left with 2. How do I. . . .
How could Penny, Tom and Matthew work out how many chocolates there
are in different sized boxes?
Many numbers can be expressed as the sum of two or more consecutive integers. For example, 15=7+8 and 10=1+2+3+4. Can you say which numbers can be expressed in this way?
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.
Can you find sets of sloping lines that enclose a square?
Can you explain how this card trick works?
Delight your friends with this cunning trick! Can you explain how
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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. . . .
Can you find the values at the vertices when you know the values on
A game for 2 players
It's easy to work out the areas of most squares that we meet, but
what if they were tilted?
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.
It would be nice to have a strategy for disentangling any tangled
Can you tangle yourself up and reach any fraction?
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?
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?
Charlie has moved between countries and the average income of both
has increased. How can this be so?
Choose any 3 digits and make a 6 digit number by repeating the 3
digits in the same order (e.g. 594594). Explain why whatever digits
you choose the number will always be divisible by 7, 11 and 13.
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?
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?
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
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.
A collection of games on the NIM theme
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.
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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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?
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.
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?
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Charlie and Abi put a counter on 42. They wondered if they could visit all the other numbers on their 1-100 board, moving the counter using just these two operations: x2 and -5. What do you think?
You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .