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.
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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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 collection of games on the NIM theme
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.
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.
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
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?
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?
Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.
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?”
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
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. . . .
Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
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?
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. . . .
Can you work out how to win this game of Nim? Does it matter if you go first or second?
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.
Strike it Out game for an adult and child. Can you stop your partner from being able to go?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
Are these statements relating to odd and even numbers always true, sometimes true or never true?
Find a route from the outside to the inside of this square, stepping on as many tiles as possible.
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?
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?
Got It game for an adult and child. How can you play so that you know you will always win?
Can you describe this route to infinity? Where will the arrows take you next?
Can you find sets of sloping lines that enclose a square?
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.
It starts quite simple but great opportunities for number discoveries and patterns!
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.
It would be nice to have a strategy for disentangling any tangled ropes...
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 tangle yourself up and reach any fraction?
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.
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.
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?
It's easy to work out the areas of most squares that we meet, but what if they were tilted?
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?
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?
This challenge focuses on finding the sum and difference of pairs of two-digit numbers.
This activity involves rounding four-digit numbers to the nearest thousand.
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
This challenge asks you to imagine a snake coiling on itself.
Find the sum and difference between a pair of two-digit numbers. Now find the sum and difference between the sum and difference! What happens?
This task follows on from Build it Up and takes the ideas into three dimensions!