Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
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. . . .
Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?
An article which gives an account of some properties of magic squares.
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
Can you use the diagram to prove the AM-GM inequality?
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?”
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Polygons drawn on square dotty paper have dots on their perimeter (p) and often internal (i) ones as well. Find a relationship between p, i and the area of the polygons.
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.
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. . . .
A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
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.
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?
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.
Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
Make some loops out of regular hexagons. What rules can you discover?
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 tangle yourself up and reach any fraction?
It would be nice to have a strategy for disentangling any tangled ropes...
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?
What is the total number of squares that can be made on a 5 by 5 geoboard?
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
Got It game for an adult and child. How can you play so that you know you will always win?
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
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?
Can you find sets of sloping lines that enclose a square?
Can you explain the surprising results Jo found when she calculated the difference between square numbers?
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. . . .
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
A country has decided to have just two different coins, 3z and 5z coins. Which totals can be made? Is there a largest total that cannot be made? How do you know?
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.
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.
Can you see how to build a harmonic triangle? Can you work out the next two rows?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
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.
Charlie has moved between countries and the average income of both has increased. How can this be so?
Can you find the values at the vertices when you know the values on the edges?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
A game for 2 players
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.
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.
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.