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 use the diagram to prove the AM-GM inequality?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
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?
Choose any 3 digits and make a 6 digit number by repeating the 3
digits in the same order (e.g. 594594). Explain why whatever digits
you choose the number will always be divisible by 7, 11 and 13.
Can you find the area of a parallelogram defined by two vectors?
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
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.
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 the surprising results Jo found when she calculated
the difference between square numbers?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
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
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?
A collection of games on the NIM theme
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?
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.
A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
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. . . .
Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?
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. . . .
Can you describe this route to infinity? Where will the arrows take you next?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
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.
A game for 2 players
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?”
Draw a square. A second square of the same size slides around the
first always maintaining contact and keeping the same orientation.
How far does the dot travel?
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?
Start with two numbers and generate a sequence where the next number is the mean of the last two numbers...
How many moves does it take to swap over some red and blue frogs? Do you have a method?
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?
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.
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
What would you get if you continued this sequence of fraction sums?
1/2 + 2/1 =
2/3 + 3/2 =
3/4 + 4/3 =
Triangle ABC is an equilateral triangle with three parallel lines going through the vertices. Calculate the length of the sides of the triangle if the perpendicular distances between the parallel. . . .
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.
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Three circles have a maximum of six intersections with each other.
What is the maximum number of intersections that a hundred circles
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?
Can you tangle yourself up and reach any fraction?
Explore the effect of combining enlargements.
Can you find an efficient method to work out how many handshakes
there would be if hundreds of people met?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
The Egyptians expressed all fractions as the sum of different unit
fractions. Here is a chance to explore how they could have written
How could Penny, Tom and Matthew work out how many chocolates there
are in different sized boxes?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?