Try entering different sets of numbers in the number pyramids. How does the total at the top change?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Can you tangle yourself up and reach any fraction?
A game for 2 players
Many numbers can be expressed as the sum of two or more consecutive integers. For example, 15=7+8 and 10=1+2+3+4. Can you say which numbers can be expressed in this way?
Explore the effect of reflecting in two intersecting mirror lines.
Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
Explore the effect of combining enlargements.
To avoid losing think of another very well known game where the patterns of play are similar.
Imagine you have a large supply of 3kg and 8kg weights. How many of each weight would you need for the average (mean) of the weights to be 6kg? What other averages could you have?
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
Can you find sets of sloping lines that enclose a square?
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. . . .
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.
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. . . .
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
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. . . .
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.
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
How many moves does it take to swap over some red and blue frogs? Do you have a method?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Can you work out how to win this game of Nim? Does it matter if you go first or second?
It would be nice to have a strategy for disentangling any tangled ropes...
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?
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?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
It starts quite simple but great opportunities for number discoveries and patterns!
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
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. . . .
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.
In how many ways can you arrange three dice side by side on a surface so that the sum of the numbers on each of the four faces (top, bottom, front and back) is equal?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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. . . .
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
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.
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
Got It game for an adult and child. How can you play so that you know you will always win?
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 describe this route to infinity? Where will the arrows take you next?
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?
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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.