Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
A game for 2 players
To avoid losing think of another very well known game where the patterns of play are similar.
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?
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?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.
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.
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.
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?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
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.
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.
Can you work out how to win this game of Nim? Does it matter if you go first or second?
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.
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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?
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.
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.
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
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.
A collection of games on the NIM theme
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?
Can you use the diagram to prove the AM-GM inequality?
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
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.
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
Can you find sets of sloping lines that enclose a square?
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?
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?
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.
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
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. . . .
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?
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?”
What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?
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 a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?
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?
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. . . .
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. . . .
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
Delight your friends with this cunning trick! Can you explain how it works?
Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?