Delight your friends with this cunning trick! Can you explain how it works?
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 use the diagram to prove the AM-GM inequality?
Can you explain how this card trick 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. . . .
Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
Can you work out how to win this game of Nim? Does it matter if you go first or second?
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
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?
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. . . .
Can you explain the strategy for winning this game with any target?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
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.
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?
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 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. . . .
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.
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
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.
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
An account of some magic squares and their properties and and how to construct them for yourself.
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
The diagram shows a 5 by 5 geoboard with 25 pins set out in a square array. Squares are made by stretching rubber bands round specific pins. What is the total number of squares that can be made on a. . . .
What would be the smallest number of moves needed to move a Knight from a chess set from one corner to the opposite corner of a 99 by 99 square board?
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?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
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.
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?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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. . . .
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
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?
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?
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. . . .
It starts quite simple but great opportunities for number discoveries and patterns!
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Can you tangle yourself up and reach any fraction?
It would be nice to have a strategy for disentangling any tangled ropes...
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
A game for 2 players
Can you dissect a square into: 4, 7, 10, 13... other squares? 6, 9, 12, 15... other squares? 8, 11, 14... other squares?
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?
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.