Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?

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?

Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.

Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.

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.

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.

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.

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.

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?

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.

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.

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?”

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. . . .

Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?

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.

The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?

Investigate sequences given by $a_n = \frac{1+a_{n-1}}{a_{n-2}}$ for different choices of the first two terms. Make a conjecture about the behaviour of these sequences. Can you prove your conjecture?

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

Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?

Can you find a general rule for finding the areas of equilateral triangles drawn on an isometric grid?

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. . . .

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. . . .

Charlie has moved between countries and the average income of both has increased. How can this be so?

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?

When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

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?

Can you find the values at the vertices when you know the values on the edges?

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?

The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = n² Use the diagram to show that any odd number is the difference of two squares.

Can you find sets of sloping lines that enclose a square?

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?

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

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?

Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?

Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?

An account of some magic squares and their properties and and how to construct them for yourself.

The diagram shows a 5 by 5 geoboard with 25 pins set out in a square array. Squares are made by stretching rubber bands round specific pins. What is the total number of squares that can be made on a. . . .

Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?

Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?

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. . . .

Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?

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 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?

It starts quite simple but great opportunities for number discoveries and patterns!