It's easy to work out the areas of most squares that we meet, but what if they were tilted?
Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?
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.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
ABC and DEF are equilateral triangles of side 3 and 4 respectively. Construct an equilateral triangle whose area is the sum of the area of ABC and DEF.
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
Explore the effect of reflecting in two parallel mirror lines.
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?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
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
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Charlie has moved between countries and the average income of both has increased. How can this be so?
If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.
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?
Can you find the area of a parallelogram defined by two vectors?
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. . . .
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.
Can you tangle yourself up and reach any fraction?
In how many ways can you arrange three dice side by side on a surface so that the sum of the numbers on each of the four faces (top, bottom, front and back) is equal?
It would be nice to have a strategy for disentangling any tangled ropes...
Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
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?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Can you find sets of sloping lines that enclose a square?
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. . . .
It starts quite simple but great opportunities for number discoveries and patterns!
Explore the effect of reflecting in two intersecting mirror lines.
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
Can you describe this route to infinity? Where will the arrows take you next?
Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?
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. . . .
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.
Polygons drawn on square dotty paper have dots on their perimeter (p) and often internal (i) ones as well. Find a relationship between p, i and the area of the polygons.
What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?
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?
You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
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. . . .
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
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
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.
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.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
Can you find the values at the vertices when you know the values on the edges?
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.
Can all unit fractions be written as the sum of two unit fractions?