Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
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?”
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?
Can you show that you can share a square pizza equally between two people by cutting it four times using vertical, horizontal and diagonal cuts through any point inside the square?
Triangle ABC is an equilateral triangle with three parallel lines going through the vertices. Calculate the length of the sides of the triangle if the perpendicular distances between the parallel. . . .
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = n² Use the diagram to show that any odd number is the difference of two squares.
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
Janine noticed, while studying some cube numbers, that if you take three consecutive whole numbers and multiply them together and then add the middle number of the three, you get the middle number. . . .
Can you use the diagram to prove the AM-GM inequality?
Polygons drawn on square dotty paper have dots on their perimeter (p) and often internal (i) ones as well. Find a relationship between p, i and the area of the polygons.
Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs?
ABC and DEF are equilateral triangles of side 3 and 4 respectively. Construct an equilateral triangle whose area is the sum of the area of ABC and DEF.
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
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?
Sets of integers like 3, 4, 5 are called Pythagorean Triples, because they could be the lengths of the sides of a right-angled triangle. Can you find any more?
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?
What is the total number of squares that can be made on a 5 by 5 geoboard?
Can you find the area of a parallelogram defined by two vectors?
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
It's easy to work out the areas of most squares that we meet, but what if they were tilted?
Can you explain the surprising results Jo found when she calculated the difference between square numbers?
Can you find the values at the vertices when you know the values on the edges?
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.
What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?
Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?
An article which gives an account of some properties of magic squares.
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?
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. . . .
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.
Can you describe this route to infinity? Where will the arrows take you next?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
A collection of games on the NIM theme
Got It game for an adult and child. How can you play so that you know you will always win?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
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.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
A game for 2 players
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.
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.
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
It starts quite simple but great opportunities for number discoveries and patterns!
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
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?
Imagine you have a large supply of 3kg and 8kg weights. How many of each weight would you need for the average (mean) of the weights to be 6kg? What other averages could you have?