This challenge asks you to imagine a snake coiling on itself.
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. . . .
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.
It would be nice to have a strategy for disentangling any tangled ropes...
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.
Compare the numbers of particular tiles in one or all of these three designs, inspired by the floor tiles of a church in Cambridge.
Are these statements always true, sometimes true or never true?
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?
It's easy to work out the areas of most squares that we meet, but what if they were tilted?
What can you say about these shapes? This problem challenges you to create shapes with different areas and perimeters.
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.
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...
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?
A collection of games on the NIM theme
I added together some of my neighbours' house numbers. Can you explain the patterns I noticed?
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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
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?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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?
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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.
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
What's the largest volume of box you can make from a square of paper?
Here are two kinds of spirals for you to explore. What do you notice?
It starts quite simple but great opportunities for number discoveries and patterns!
Take a look at the video of this trick. Can you perform it yourself? Why is this maths and not magic?
Find a route from the outside to the inside of this square, stepping on as many tiles as possible.
Are these statements relating to odd and even numbers always true, sometimes true or never true?
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?
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?
This activity involves rounding four-digit numbers to the nearest thousand.
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?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
An investigation that gives you the opportunity to make and justify predictions.
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
A country has decided to have just two different coins, 3z and 5z coins. Which totals can be made? Is there a largest total that cannot be made? How do you know?
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.
Can you find sets of sloping lines that enclose a square?