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?
A game for 2 players
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
To avoid losing think of another very well known game where the patterns of play are similar.
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.
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.
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.
Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
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.
A collection of games on the NIM theme
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.
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
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?
Can you work out how to win this game of Nim? Does it matter if you go first or second?
Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?
The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
Can you use the diagram to prove the AM-GM inequality?
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?
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
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.
What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?
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.
Charlie has moved between countries and the average income of both has increased. How can this be so?
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?
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
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?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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.
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.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
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?”
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Can you find the values at the vertices when you know the values on the edges?
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. . . .
Can you find sets of sloping lines that enclose a square?
Pick a square within a multiplication square and add the numbers on each diagonal. 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.
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?
These gnomons appear to have more than a passing connection with the Fibonacci sequence. This problem ask you to investigate some of these connections.
Can you explain the surprising results Jo found when she calculated the difference between square numbers?
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?