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.
It would be nice to have a strategy for disentangling any tangled ropes...
Watch this animation. What do you see? Can you explain why this happens?
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
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
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
Can you find a way of counting the spheres in these arrangements?
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?
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.
Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
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.
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.
Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
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. . . .
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.
Can you explain how this card trick works?
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.
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?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
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.
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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
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.
A collection of games on the NIM theme
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.
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
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.
Watch this film carefully. Can you find a general rule for explaining when the dot will be this same distance from the horizontal axis?
Can you find all the ways to get 15 at the top of this triangle of numbers? Many opportunities to work in different ways.
Find a route from the outside to the inside of this square, stepping on as many tiles as possible.
These tasks give learners chance to generalise, which involves identifying an underlying structure.
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?
Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?
Strike it Out game for an adult and child. Can you stop your partner from being able to go?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Got It game for an adult and child. How can you play so that you know you will always win?
Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
This task encourages you to investigate the number of edging pieces and panes in different sized windows.
This challenge asks you to imagine a snake coiling on itself.
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.
Can you find the values at the vertices when you know the values on the edges?