How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
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?
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
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?
Can you describe this route to infinity? Where will the arrows take you next?
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?
What's the largest volume of box you can make from a square of paper?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
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.
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.
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.
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns 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?
Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.
Make some loops out of regular hexagons. What rules can you discover?
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.
Can you dissect a square into: 4, 7, 10, 13... other squares? 6, 9, 12, 15... other squares? 8, 11, 14... other squares?
Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?
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 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.
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Can you find a way of counting the spheres in these arrangements?
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
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
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?”
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.
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.
Can you find the values at the vertices when you know the values on the edges?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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.
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?
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?
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?
Can you explain how this card trick works?
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.
This task encourages you to investigate the number of edging pieces and panes in different sized windows.
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.
Are these statements relating to odd and even numbers always true, sometimes true or never true?
Problem solving is at the heart of the NRICH site. All the problems give learners opportunities to learn, develop or use mathematical concepts and skills. Read here for more information.
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?
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?
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. . . .
Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
In how many ways can you arrange three dice side by side on a surface so that the sum of the numbers on each of the four faces (top, bottom, front and back) is equal?
It starts quite simple but great opportunities for number discoveries and patterns!