Can you use the diagram to prove the AM-GM inequality?
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. . . .
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
An article which gives an account of some properties of magic squares.
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.
An account of some magic squares and their properties and and how to construct them for yourself.
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
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. . . .
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
Can you find the area of a parallelogram defined by two vectors?
A collection of games on the NIM theme
Take any whole number between 1 and 999, add the squares of the
digits to get a new number. Make some conjectures about what
happens in general.
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?”
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?
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
Can you describe this route to infinity? Where will the arrows take you next?
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.
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. . . .
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?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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?
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. . . .
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.
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.
A game for 2 players
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.
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.
Charlie has moved between countries and the average income of both
has increased. How can this be so?
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.
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns 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
Build gnomons that are related to the Fibonacci sequence and try to
explain why this is possible.
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?
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. . . .
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?
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. . . .
Start with two numbers and generate a sequence where the next number is the mean of the last two numbers...
Can you show that you can share a square pizza equally between two
people by cutting it four times using vertical, horizontal and
diagonal cuts through any point inside the square?
Do you notice anything about the solutions when you add and/or
subtract consecutive negative numbers?
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
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?
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.
To avoid losing think of another very well known game where the
patterns of play are similar.
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.
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.
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
It starts quite simple but great opportunities for number discoveries and patterns!