Can you tangle yourself up and reach any fraction?
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. . . .
First of all, pick the number of times a week that you would like
to eat chocolate. Multiply this number by 2...
The Egyptians expressed all fractions as the sum of different unit
fractions. Here is a chance to explore how they could have written
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
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
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.
What would you get if you continued this sequence of fraction sums?
1/2 + 2/1 =
2/3 + 3/2 =
3/4 + 4/3 =
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.
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?
Can you see how to build a harmonic triangle? Can you work out the next two rows?
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?
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
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?
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.
To avoid losing think of another very well known game where the
patterns of play are similar.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
It starts quite simple but great opportunities for number discoveries and patterns!
A game for 2 players
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.
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.
Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?
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?
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 three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
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?
What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?
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.
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.
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 find the values at the vertices when you know the values on
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.
A collection of games on the NIM theme
Can you find sets of sloping lines that enclose a square?
Can you use the diagram to prove the AM-GM inequality?
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.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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?
Charlie has moved between countries and the average income of both
has increased. How can this be so?
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. . . .
Pick a square within a multiplication square and add the numbers on
each diagonal. What do 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?
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?
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
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. . . .
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. . . .