Can you find sets of sloping lines that enclose a square?

Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?

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?

Can you work out how to win this game of Nim? Does it matter if you go first or second?

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.

Can you explain the strategy for winning this game with any target?

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.

The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?

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

This task encourages you to investigate the number of edging pieces and panes in different sized windows.

Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?

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.

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.

When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

It's easy to work out the areas of most squares that we meet, but what if they were tilted?

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

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.

Try entering different sets of numbers in the number pyramids. How does the total at the top change?

Make some loops out of regular hexagons. What rules can you discover?

Can all unit fractions be written as the sum of two unit fractions?

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?

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.

Explore the effect of combining enlargements.

Explore the effect of reflecting in two intersecting mirror lines.

It starts quite simple but great opportunities for number discoveries and patterns!

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?

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. . . .

Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.

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.

Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?

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. . . .

What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?

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. . . .

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?

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. . . .

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

How many moves does it take to swap over some red and blue frogs? Do you have a method?

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?

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.

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.

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 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. . . .

What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?

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.

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?

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?

Can you describe this route to infinity? Where will the arrows take you next?