15 = 7 + 8 and 10 = 1 + 2 + 3 + 4. Can you say which numbers can be expressed as the sum of two or more consecutive integers?
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 work out how to win this game of Nim? Does it matter if you go first or second?
Make some loops out of regular hexagons. What rules can you discover?
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?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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. . . .
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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
How many moves does it take to swap over some red and blue frogs? Do you have a method?
This task encourages you to investigate the number of edging pieces and panes in different sized windows.
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
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. . . .
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. . . .
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.
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
It starts quite simple but great opportunities for number discoveries and patterns!
Can you find sets of sloping lines that enclose a square?
Can you describe this route to infinity? Where will the arrows take you next?
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Charlie and Abi put a counter on 42. They wondered if they could visit all the other numbers on their 1-100 board, moving the counter using just these two operations: x2 and -5. What do you think?
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?
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.
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.
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 Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.
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?
Can all unit fractions be written as the sum of two unit fractions?
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
What's the largest volume of box you can make from a square of paper?
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?
It would be nice to have a strategy for disentangling any tangled ropes...
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
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.
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable. Decide which of these diagrams are traversable.
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 tangle yourself up and reach any fraction?
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.
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?
Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.
The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.
Delight your friends with this cunning trick! Can you explain how it works?
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. . . .
To avoid losing think of another very well known game where the patterns of play are similar.