A game for 2 players
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.
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
To avoid losing think of another very well known game where the patterns of play are similar.
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
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.
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?
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.
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.
A collection of games on the NIM theme
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?
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 work out how to win this game of Nim? Does it matter if you go first or second?
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.
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?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
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.
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.
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.
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
Delight your friends with this cunning trick! Can you explain how it works?
Can you explain how this card trick works?
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?
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.
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.
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.
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?
Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?
Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?
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?
Can you describe this route to infinity? Where will the arrows take you next?
Can you explain the strategy for winning this game with any target?
Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
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 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.
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. . . .
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
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. . . .
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. . . .
It's easy to work out the areas of most squares that we meet, but what if they were tilted?
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.
What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?