Watch this film carefully. Can you find a general rule for explaining when the dot will be this same distance from the horizontal axis?
This task encourages you to investigate the number of edging pieces and panes in different sized windows.
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.
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. 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.
Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.
Can you explain the strategy for winning this game with any target?
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
Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?
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 two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.
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.
Can you work out how to win this game of Nim? Does it matter if you go first or second?
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.
In this game for two players, the idea is to take it in turns to choose 1, 3, 5 or 7. The winner is the first to make the total 37.
Got It game for an adult and child. How can you play so that you know you will always win?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Strike it Out game for an adult and child. Can you stop your partner from being able to go?
Can you find all the ways to get 15 at the top of this triangle of numbers? Many opportunities to work in different ways.
The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
Can you find sets of sloping lines that enclose a square?
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
It would be nice to have a strategy for disentangling any tangled ropes...
Can you find the values at the vertices when you know the values on the edges?
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
These squares have been made from Cuisenaire rods. Can you describe the pattern? What would the next square look like?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.
Dave Hewitt suggests that there might be more to mathematics than looking at numerical results, finding patterns and generalising.
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
Here are some arrangements of circles. How many circles would I need to make the next size up for each? Can you create your own arrangement and investigate the number of circles it needs?
Can all unit fractions be written as the sum of two unit fractions?
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.
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.
How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
It starts quite simple but great opportunities for number discoveries and patterns!
This challenge asks you to imagine a snake coiling on itself.
Take a look at the video of this trick. Can you perform it yourself? Why is this maths and not magic?
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
A collection of games on the NIM theme
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. . . .
A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?
Can you explain how this card trick works?
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. . . .
Delight your friends with this cunning trick! Can you explain how it works?
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.