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

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 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.

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.

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 article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

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?

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

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. 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.

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.

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.

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.

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.

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. . . .

What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =

Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

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.

What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?

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. . . .

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.

How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?

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

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

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

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

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...

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?

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

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 describe this route to infinity? Where will the arrows take you next?

Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?

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?

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.

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. . . .

Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?

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. . . .

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

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.

It would be nice to have a strategy for disentangling any tangled ropes...

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?

It's easy to work out the areas of most squares that we meet, but what if they were tilted?

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?

Try entering different sets of numbers in the number pyramids. How does the total at the top change?