To avoid losing think of another very well known game where the patterns of play are similar.

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?

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?

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?

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?

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. . . .

The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?

It would be nice to have a strategy for disentangling any tangled ropes...

A counter is placed in the bottom right hand corner of a grid. You toss a coin and move the star according to the following rules: ... What is the probability that you end up in the top left-hand. . . .

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. . . .

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 is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?

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?

The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = nÂ² Use the diagram to show that any odd number is the difference of two squares.

Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?

How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?

Can you find a general rule for finding the areas of equilateral triangles drawn on an isometric grid?

If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.

Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?

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?

Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?

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.

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

Try entering different sets of numbers in the number pyramids. How does the total at the top change?

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?

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?

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 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?

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.

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 describe this route to infinity? Where will the arrows take you next?

What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

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. . . .

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. . . .

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.

It starts quite simple but great opportunities for number discoveries and patterns!

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.

Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

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?

When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

Can you find the values at the vertices when you know the values on the edges?

Can all unit fractions be written as the sum of two unit fractions?

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?