Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
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?
How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?
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. . . .
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. . . .
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.
Choose any two numbers. Call them a and b. Work out the arithmetic mean and the geometric mean. Which is bigger? Repeat for other pairs of numbers. What do you notice?
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.
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?
The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = n² Use the diagram to show that any odd number is the difference of two squares.
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?”
Can you explain the surprising results Jo found when she calculated
the difference between square numbers?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Sets of integers like 3, 4, 5 are called Pythagorean Triples, because they could be the lengths of the sides of a right-angled triangle. Can you find any more?
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
A collection of games on the NIM theme
An article which gives an account of some properties of magic squares.
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 three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
An account of some magic squares and their properties and and how to construct them for yourself.
Take any two digit number, for example 58. What do you have to do to reverse the order of the digits? Can you find a rule for reversing the order of digits for any two digit number?
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. . . .
Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?
Build gnomons that are related to the Fibonacci sequence and try to
explain why this is possible.
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.
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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
What is the volume of the solid formed by rotating this right
angled triangle about the hypotenuse?
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.
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?
These gnomons appear to have more than a passing connection with
the Fibonacci sequence. This problem ask you to investigate some of
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?
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. . . .
A game for 2 players
Can you describe this route to infinity? Where will the arrows take you next?
A country has decided to have just two different coins, 3z and 5z
coins. Which totals can be made? Is there a largest total that
cannot be made? How do you know?
Can you show that you can share a square pizza equally between two
people by cutting it four times using vertical, horizontal and
diagonal cuts through any point inside the square?
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.
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
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
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 Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
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. . . .
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
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?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
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.
To avoid losing think of another very well known game where the
patterns of play are similar.