An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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 moves.
A collection of games on the NIM theme
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.
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.
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.
Can you work out how to win this game of Nim? Does it matter if you go first or second?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?
In this game for two players, the idea is to take it in turns to choose 1, 3, 5 or 7. The winner is the first to make the total 37.
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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
Here are two kinds of spirals for you to explore. What do you notice?
Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.
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?
Watch this video to see how to roll the dice. Now it's your turn! What do you notice about the dice numbers you have recorded?
The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.
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.
Are these statements relating to odd and even numbers always true, sometimes true or never true?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Find a route from the outside to the inside of this square, stepping on as many tiles as possible.
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
It's easy to work out the areas of most squares that we meet, but what if they were tilted?
Here are some arrangements of circles. How many circles would I need to make the next size up for each? Can you create your own arrangement and investigate the number of circles it needs?
Find out what a "fault-free" rectangle is and try to make some of your own.
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?
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 see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
One block is needed to make an up-and-down staircase, with one step up and one step down. How many blocks would be needed to build an up-and-down staircase with 5 steps up and 5 steps down?
Can you find sets of sloping lines that enclose a square?
How many different journeys could you make if you were going to visit four stations in this network? How about if there were five stations? Can you predict the number of journeys for seven stations?
It starts quite simple but great opportunities for number discoveries and patterns!
Watch this animation. What do you see? Can you explain why this happens?
Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.
This challenge asks you to imagine a snake coiling on itself.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
Are these statements always true, sometimes true or never true?
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?
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. . . .
Can you dissect an equilateral triangle into 6 smaller ones? What number of smaller equilateral triangles is it NOT possible to dissect a larger equilateral triangle into?
Can you explain the strategy for winning this game with any target?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
This activity involves rounding four-digit numbers to the nearest thousand.
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
Watch this film carefully. Can you find a general rule for explaining when the dot will be this same distance from the horizontal axis?