List any 3 numbers. It is always possible to find a subset of adjacent numbers that add up to a multiple of 3. Can you explain why and prove it?
A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
Choose any 3 digits and make a 6 digit number by repeating the 3 digits in the same order (e.g. 594594). Explain why whatever digits you choose the number will always be divisible by 7, 11 and 13.
Does this 'trick' for calculating multiples of 11 always work? Why or why not?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
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.
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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.
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?
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. . . .
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
I added together some of my neighbours' house numbers. Can you explain the patterns I noticed?
How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?
Got It game for an adult and child. How can you play so that you know you will always win?
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?
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
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
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.
Can you explain the strategy for winning this game with any target?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
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?
Try out this number trick. What happens with different starting numbers? What do you notice?
Are these statements always true, sometimes true or never true?
This task encourages you to investigate the number of edging pieces and panes in different sized windows.
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.
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.
Great Granddad is very proud of his telegram from the Queen congratulating him on his hundredth birthday and he has friends who are even older than he is... When was he born?
Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .
Find the sum of all three-digit numbers each of whose digits is odd.
It starts quite simple but great opportunities for number discoveries and patterns!
Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?
Think of a number, square it and subtract your starting number. Is the number youâ€™re left with odd or even? How do the images help to explain this?
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.
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?
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. . . .
Benâ€™s class were cutting up number tracks. First they cut them into twos and added up the numbers on each piece. What patterns could they see?
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.
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.
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 ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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?
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?
Consider all two digit numbers (10, 11, . . . ,99). In writing down all these numbers, which digits occur least often, and which occur most often ? What about three digit numbers, four digit numbers. . . .
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?”
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...