Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?
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?
An AP rectangle is one whose area is numerically equal to its perimeter. If you are given the length of a side can you always find an AP rectangle with one side the given length?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten.
Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
Can you find the area of a parallelogram defined by two vectors?
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
Can you explain the surprising results Jo found when she calculated
the difference between square numbers?
A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .
Can you describe this route to infinity? Where will the arrows take you next?
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?
It starts quite simple but great opportunities for number discoveries and patterns!
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. . . .
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?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
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.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
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.
A game for 2 players
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.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
What would you get if you continued this sequence of fraction sums?
1/2 + 2/1 =
2/3 + 3/2 =
3/4 + 4/3 =
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. . . .
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. . . .
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?
Can you find sets of sloping lines that enclose a square?
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.
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.
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?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
A collection of games on the NIM theme
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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 the values at the vertices when you know the values on
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
Can you find an efficient method to work out how many handshakes
there would be if hundreds of people met?
A country has decided to have just two different coins, 3z and 5z
coins. Which totals can be made? Is there a largest total that
cannot be made? How do you know?
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?
How could Penny, Tom and Matthew work out how many chocolates there
are in different sized boxes?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Sets of integers like 3, 4, 5 are called Pythagorean Triples, because they could be the lengths of the sides of a right-angled triangle. Can you find any more?
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?