First of all, pick the number of times a week that you would like to eat chocolate. Multiply this number by 2...
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.
A game for 2 players
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
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 has moved between countries and the average income of both has increased. How can this be so?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
To avoid losing think of another very well known game where the patterns of play are similar.
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?
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
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. . . .
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
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.
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?”
ABC and DEF are equilateral triangles of side 3 and 4 respectively. Construct an equilateral triangle whose area is the sum of the area of ABC and DEF.
Can you find the area of a parallelogram defined by two vectors?
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 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.
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?
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?
An account of some magic squares and their properties and and how to construct them for yourself.
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. . . .
What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?
Can you explain the surprising results Jo found when she calculated the difference between square numbers?
Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.
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?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
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?
Can you use the diagram to prove the AM-GM inequality?
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
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. . . .
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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.
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
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?
Find some examples of pairs of numbers such that their sum is a factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and 16 is a factor of 48.
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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. . . .
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.
It would be nice to have a strategy for disentangling any tangled ropes...
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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?
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 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?