Can you dissect a square into: 4, 7, 10, 13... other squares? 6, 9, 12, 15... other squares? 8, 11, 14... other squares?
Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?
Dave Hewitt suggests that there might be more to mathematics than looking at numerical results, finding patterns and generalising.
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
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?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Can you describe this route to infinity? Where will the arrows take you next?
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?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
Explore the area of families of parallelograms and triangles. Can you find rules to work out the areas?
Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?
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
First of all, pick the number of times a week that you would like to eat chocolate. Multiply this number by 2...
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.
How many moves does it take to swap over some red and blue frogs? Do you have a method?
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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. . . .
Make some loops out of regular hexagons. What rules can you discover?
Jo made a cube from some smaller cubes, painted some of the faces of the large cube, and then took it apart again. 45 small cubes had no paint on them at all. How many small cubes did Jo use?
Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
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.
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 figure out how sequences of beach huts are generated?
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.
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
A game for 2 players
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 see how to build a harmonic triangle? Can you work out the next two rows?
What is the total number of squares that can be made on a 5 by 5 geoboard?
With one cut a piece of card 16 cm by 9 cm can be made into two pieces which can be rearranged to form a square 12 cm by 12 cm. Explain how this can be done.
Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.
Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The loser is the player who takes the last counter.
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?”
This task encourages you to investigate the number of edging pieces and panes in different sized windows.
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
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.
To avoid losing think of another very well known game where the patterns of play are similar.
Can you use the diagram to prove the AM-GM inequality?
It starts quite simple but great opportunities for number discoveries and patterns!
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.
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
Take any two positive numbers. Calculate the arithmetic and geometric means. Repeat the calculations to generate a sequence of arithmetic means and geometric means. Make a note of what happens to the. . . .
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.
Can you find the values at the vertices when you know the values on the edges?
It would be nice to have a strategy for disentangling any tangled ropes...