To avoid losing think of another very well known game where the patterns of play are similar.
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.
A game for 2 players
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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.
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.
Can you work out how to win this game of Nim? Does it matter if you go first or second?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
Can you explain the strategy for winning this game with any target?
Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
Make some loops out of regular hexagons. What rules can you discover?
A collection of games on the NIM theme
The triangle OMN has vertices on the axes with whole number co-ordinates. How many points with whole number coordinates are there on the hypotenuse MN?
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.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
This task encourages you to investigate the number of edging pieces and panes in different sized windows.
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
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.
Can you find sets of sloping lines that enclose a square?
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?
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...
Got It game for an adult and child. How can you play so that you know you will always win?
What would be the smallest number of moves needed to move a Knight from a chess set from one corner to the opposite corner of a 99 by 99 square board?
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?
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.
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Explore the effect of reflecting in two intersecting mirror lines.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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. . . .
Explore the effect of combining enlargements.
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
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.
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.
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?
A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .
I added together some of my neighbours' house numbers. Can you explain the patterns I noticed?
Can all unit fractions be written as the sum of two unit fractions?
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. . . .
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.
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 opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
Delight your friends with this cunning trick! Can you explain how it works?