Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs?
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?
Explore the effect of reflecting in two intersecting mirror lines.
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
Explore the effect of reflecting in two parallel mirror lines.
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?
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. . . .
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
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.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
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?
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. . . .
Can you find sets of sloping lines that enclose a square?
Can you use the diagram to prove the AM-GM inequality?
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?
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?
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?
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. . . .
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
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.
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.
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.
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. . . .
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle 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.
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
The Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.
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 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?
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?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Can you describe this route to infinity? Where will the arrows take you next?
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?
Charlie has moved between countries and the average income of both has increased. How can this be so?
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
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?”
A collection of games on the NIM theme
If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.
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.
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?