Can you see how to build a harmonic triangle? Can you work out the next two rows?
Can all unit fractions be written as the sum of two unit fractions?
It would be nice to have a strategy for disentangling any tangled
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 =
The Egyptians expressed all fractions as the sum of different unit
fractions. Here is a chance to explore how they could have written
Can you tangle yourself up and reach any fraction?
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.
A collection of games on the NIM theme
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?
To avoid losing think of another very well known game where the
patterns of play are similar.
It starts quite simple but great opportunities for number discoveries and patterns!
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.
A game for 2 players
First of all, pick the number of times a week that you would like
to eat chocolate. Multiply this number by 2...
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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
Great Granddad is very proud of his telegram from the Queen
congratulating him on his hundredth birthday and he has friends who
are even older than he is... When was he born?
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 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?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
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.
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 you describe this route to infinity? Where will the arrows take you next?
Build gnomons that are related to the Fibonacci sequence and try to
explain why this is possible.
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?
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.
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 sets of sloping lines that enclose a square?
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 numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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.
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
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. . . .
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Choose any two numbers. Call them a and b. Work out the arithmetic mean and the geometric mean. Which is bigger? Repeat for other pairs of numbers. What do you notice?
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 size square corners should be cut from a square piece of paper to make a box with the largest possible volume?
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?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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 find an efficient method to work out how many handshakes
there would be if hundreds of people met?
Do you notice anything about the solutions when you add and/or
subtract consecutive negative numbers?
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 find the values at the vertices when you know the values on