Take a look at the video of this trick. Can you perform it yourself? Why is this maths and not magic?
Strike it Out game for an adult and child. Can you stop your partner from being able to go?
Watch this video to see how to roll the dice. Now it's your turn! What do you notice about the dice numbers you have recorded?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Does this 'trick' for calculating multiples of 11 always work? Why or why not?
15 = 7 + 8 and 10 = 1 + 2 + 3 + 4. Can you say which numbers can be expressed as the sum of two or more consecutive integers?
Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.
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. 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.
Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.
This challenge asks you to imagine a snake coiling on itself.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Watch this animation. What do you see? Can you explain why this happens?
Delight your friends with this cunning trick! Can you explain how it works?
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.
Watch this animation. What do you notice? What happens when you try more or fewer cubes in a bundle?
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.
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
While we were sorting some papers we found 3 strange sheets which seemed to come from small books but there were page numbers at the foot of each page. Did the pages come from the same book?
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
Try out this number trick. What happens with different starting numbers? What do you notice?
It starts quite simple but great opportunities for number discoveries and patterns!
These squares have been made from Cuisenaire rods. Can you describe the pattern? What would the next square look like?
How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?
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 Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.
Can all unit fractions be written as the sum of two unit fractions?
Think of a number, square it and subtract your starting number. Is the number you’re left with odd or even? How do the images help to explain this?
One block is needed to make an up-and-down staircase, with one step up and one step down. How many blocks would be needed to build an up-and-down staircase with 5 steps up and 5 steps down?
Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
Here are two kinds of spirals for you to explore. What do you notice?
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?
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
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?
Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?
In this problem we are looking at sets of parallel sticks that cross each other. What is the least number of crossings you can make? And the greatest?
Can you explain how this card trick works?
This task encourages you to investigate the number of edging pieces and panes in different sized windows.
Compare the numbers of particular tiles in one or all of these three designs, inspired by the floor tiles of a church in Cambridge.
What happens if you join every second point on this circle? How about every third point? Try with different steps and see if you can predict what will happen.
Surprise your friends with this magic square trick.
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.
Can you dissect an equilateral triangle into 6 smaller ones? What number of smaller equilateral triangles is it NOT possible to dissect a larger equilateral triangle into?
Find the sum of all three-digit numbers each of whose digits is odd.
These tasks give learners chance to generalise, which involves identifying an underlying structure.
This article for primary teachers discusses how we can help learners generalise and prove, using NRICH tasks as examples.