Can you work out how to win this game of Nim? Does it matter if you go first or second?
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.
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?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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 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.
A game for 2 players
To avoid losing think of another very well known game where the patterns of play are similar.
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
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.
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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.
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 explain the strategy for winning this game with any target?
Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
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.
Can you explain how this card trick works?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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.
Can you find sets of sloping lines that enclose a square?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
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.
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.
Delight your friends with this cunning trick! Can you explain how it works?
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. . . .
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.
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?
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
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?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
It starts quite simple but great opportunities for number discoveries and patterns!
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
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 an efficient method to work out how many handshakes there would be if hundreds of people met?
A red square and a blue square overlap so that the corner of the red square rests on the centre of the blue square. Show that, whatever the orientation of the red square, it covers a quarter of the. . . .
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
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?
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. . . .
It's easy to work out the areas of most squares that we meet, but what if they were tilted?
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?
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 =
Can you describe this route to infinity? Where will the arrows take you next?