This challenge asks you to imagine a snake coiling on itself.
It would be nice to have a strategy for disentangling any tangled ropes...
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.
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.
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. . . .
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 pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?
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.
These squares have been made from Cuisenaire rods. Can you describe the pattern? What would the next square look like?
An investigation that gives you the opportunity to make and justify predictions.
Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Does this 'trick' for calculating multiples of 11 always work? Why or why not?
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.
Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
Here are two kinds of spirals for you to explore. What do you notice?
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
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
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
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?
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?
Can you find the values at the vertices when you know the values on the edges?
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?
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?”
A collection of games on the NIM theme
We can arrange dots in a similar way to the 5 on a dice and they usually sit quite well into a rectangular shape. How many altogether in this 3 by 5? What happens for other sizes?
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.
What can you say about these shapes? This problem challenges you to create shapes with different areas and perimeters.
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Watch this animation. What do you notice? What happens when you try more or fewer cubes in a bundle?
Surprise your friends with this magic square trick.
Watch this animation. What do you see? Can you explain why this happens?
Take a look at the video of this trick. Can you perform it yourself? Why is this maths and not magic?
Are these statements always true, sometimes true or never true?
Investigate the different ways that fifteen schools could have given money in a charity fundraiser.
Can you find all the ways to get 15 at the top of this triangle of numbers? Many opportunities to work in different ways.
This task follows on from Build it Up and takes the ideas into three dimensions!
Can you make dice stairs using the rules stated? How do you know you have all the possible stairs?
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.
This article for primary teachers discusses how we can help learners generalise and prove, using NRICH tasks as examples.
Are these statements relating to odd and even numbers always true, sometimes true or never true?
Strike it Out game for an adult and child. Can you stop your partner from being able to go?