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?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
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. . . .
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?
A collection of games on the NIM theme
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
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?”
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
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.
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
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
An article which gives an account of some properties of magic squares.
To avoid losing think of another very well known game where the
patterns of play are similar.
Build gnomons that are related to the Fibonacci sequence and try to
explain why this is possible.
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.
Can you describe this route to infinity? Where will the arrows take you next?
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Charlie and Abi put a counter on 42. They wondered if they could visit all the other numbers on their 1-100 board, moving the counter using just these two operations: x2 and -5. What do you think?
Do you notice anything about the solutions when you add and/or
subtract consecutive negative numbers?
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.
Charlie has moved between countries and the average income of both
has increased. How can this be so?
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 loser is the player who takes the last counter.
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?
Many numbers can be expressed as the difference of two perfect
squares. What do you notice about the numbers you CANNOT make?
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?
Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs?
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. . . .
How many moves does it take to swap over some red and blue frogs? Do you have a method?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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 game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.
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.
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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?
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. . . .
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. . . .
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
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.
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.
An account of some magic squares and their properties and and how to construct them for yourself.
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. . . .