A counter is placed in the bottom right hand corner of a grid. You toss a coin and move the star according to the following rules: ... What is the probability that you end up in the top left-hand. . . .
To avoid losing think of another very well known game where the patterns of play are similar.
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.
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.
A game for 2 players with similarities 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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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 opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
A game for 2 players
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 loser is the player who takes the last counter.
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
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 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?
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.
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?
If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.
Make and prove a conjecture about the cyclic quadrilateral inscribed in a circle of radius r that has the maximum perimeter and the maximum area.
Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
Your data is a set of positive numbers. What is the maximum value that the standard deviation can take?
Given a set of points (x,y) with distinct x values, find a polynomial that goes through all of them, then prove some results about the existence and uniqueness of these polynomials.
An account of some magic squares and their properties and and how to construct them for yourself.
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.
What's the largest volume of box you can make from a square of paper?
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?
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?
Generalise the sum of a GP by using derivatives to make the coefficients into powers of the natural numbers.
Can you work out the irrational numbers that belong in the circles to make the multiplication arithmagon correct?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
When if ever do you get the right answer if you add two fractions by adding the numerators and adding the denominators?
Can you find the values at the vertices when you know the values on the edges?
Can you explain the surprising results Jo found when she calculated the difference between square numbers?
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?”
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?
Can you see how to build a harmonic triangle? Can you work out the next two rows?
Charlie has moved between countries and the average income of both has increased. How can this be so?
It would be nice to have a strategy for disentangling any tangled ropes...
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. . . .
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
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?
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. . . .
The incircles of 3, 4, 5 and of 5, 12, 13 right angled triangles have radii 1 and 2 units respectively. What about triangles with an inradius of 3, 4 or 5 or ...?
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?
Here explore some ideas of how the definitions and methods of calculus change if you integrate or differentiate n times when n is not a whole number.
What is the total number of squares that can be made on a 5 by 5 geoboard?