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.
A collection of games on the NIM theme
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 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 with similarities 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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
To avoid losing think of another very well known game where the patterns of play are similar.
A game for 2 players
Make some loops out of regular hexagons. What rules can you discover?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
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
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. . . .
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
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. . . .
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. . . .
A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
Can you find sets of sloping lines that enclose a square?
Explore the effect of reflecting in two intersecting mirror lines.
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!
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
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. . . .
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.
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 any 3 digits and make a 6 digit number by repeating the 3 digits in the same order (e.g. 594594). Explain why whatever digits you choose the number will always be divisible by 7, 11 and 13.
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. . . .
Can all unit fractions be written as the sum of two unit fractions?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
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?
The Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.
Can you explain the surprising results Jo found when she calculated the difference between square numbers?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
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 an efficient method to work out how many handshakes there would be if hundreds of people met?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
It's easy to work out the areas of most squares that we meet, but what if they were tilted?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
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?
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.
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 a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
A red square and a blue square overlap so that the corner of the red square rests on the centre of the blue square. Show that, whatever the orientation of the red square, it covers a quarter of the. . . .
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
Explore the effect of combining enlargements.
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.
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. . . .