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
A game for 2 players
To avoid losing think of another very well known game where the
patterns of play are similar.
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
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.
A collection of games on the NIM theme
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 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.
Can you work out how to win this game of Nim? Does it matter if you go first or second?
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.
What would you get if you continued this sequence of fraction sums?
1/2 + 2/1 =
2/3 + 3/2 =
3/4 + 4/3 =
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. . . .
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?
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.
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.
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?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
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
Three circles have a maximum of six intersections with each other.
What is the maximum number of intersections that a hundred circles
Build gnomons that are related to the Fibonacci sequence and try to
explain why this is possible.
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
Can you describe this route to infinity? Where will the arrows take you next?
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 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. . . .
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.
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?
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 you use the diagram to prove the AM-GM inequality?
Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?
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?
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 find sets of sloping lines that enclose a square?
It starts quite simple but great opportunities for number discoveries and patterns!
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
The Egyptians expressed all fractions as the sum of different unit
fractions. Here is a chance to explore how they could have written
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.
Charlie has moved between countries and the average income of both
has increased. How can this be so?
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?
Can you find the values at the vertices when you know the values on
It's easy to work out the areas of most squares that we meet, but
what if they were tilted?
It would be nice to have a strategy for disentangling any tangled
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. . . .
Do you notice anything about the solutions when you add and/or
subtract consecutive negative numbers?
Can you tangle yourself up and reach any fraction?