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 tangle yourself up and reach any fraction?
To avoid losing think of another very well known game where the
patterns of play are similar.
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?
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?
Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs?
What is the volume of the solid formed by rotating this right
angled triangle about the hypotenuse?
Can you find a general rule for finding the areas of equilateral triangles drawn on an isometric grid?
Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?
It would be nice to have a strategy for disentangling any tangled
Explore the effect of reflecting in two intersecting mirror lines.
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.
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.
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?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
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.
A game for 2 players
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 describe this route to infinity? Where will the arrows take you next?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
Triangle ABC is an equilateral triangle with three parallel lines going through the vertices. Calculate the length of the sides of the triangle if the perpendicular distances between the parallel. . . .
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. . . .
Can you use the diagram to prove the AM-GM inequality?
Can you find sets of sloping lines that enclose a square?
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 we have four bags containing numbers from a sequence. What numbers can we make now?
A collection of games on the NIM theme
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.
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. . . .
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Jo has three numbers which she adds together in pairs. When she
does this she has three different totals: 11, 17 and 22 What are
the three numbers Jo had to start with?”
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
Can all unit fractions be written as the sum of two unit fractions?
What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?
How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?
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?
The Egyptians expressed all fractions as the sum of different unit
fractions. Here is a chance to explore how they could have written
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
How could Penny, Tom and Matthew work out how many chocolates there
are in different sized boxes?
Can you explain the surprising results Jo found when she calculated
the difference between square numbers?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Can you find an efficient method to work out how many handshakes
there would be if hundreds of people met?
Can you see how to build a harmonic triangle? Can you work out the next two rows?
Charlie has moved between countries and the average income of both
has increased. How can this be so?