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?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. 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?
An article which gives an account of some properties of magic squares.
Do you notice anything about the solutions when you add and/or
subtract consecutive negative 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
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
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. . . .
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. . . .
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
Can you find an efficient method to work out how many handshakes
there would be if hundreds of people met?
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
Start with two numbers and generate a sequence where the next number is the mean of the last two numbers...
The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = nĀ² Use the diagram to show that any odd number is the difference of two squares.
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?”
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?
Can you tangle yourself up and reach any fraction?
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
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?
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 =
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 sets of sloping lines that enclose a square?
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?
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.
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
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?
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?
It starts quite simple but great opportunities for number discoveries and patterns!
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Can you describe this route to infinity? Where will the arrows take you next?
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?
Can all unit fractions be written as the sum of two unit fractions?
Charlie has moved between countries and the average income of both
has increased. How can this be so?
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. . . .
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
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 see how to build a harmonic triangle? Can you work out the next two rows?
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?
It would be nice to have a strategy for disentangling any tangled
A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
The diagram shows a 5 by 5 geoboard with 25 pins set out in a square array. Squares are made by stretching rubber bands round specific pins. What is the total number of squares that can be made on a. . . .
An account of some magic squares and their properties and and how to construct them for yourself.
Janine noticed, while studying some cube numbers, that if you take
three consecutive whole numbers and multiply them together and then
add the middle number of the three, you get the middle number. . . .
With one cut a piece of card 16 cm by 9 cm can be made into two pieces which can be rearranged to form a square 12 cm by 12 cm. Explain how this can be done.