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?
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.
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.
It's easy to work out the areas of most squares that we meet, but what if they were tilted?
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. . . .
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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.
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?
If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.
What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?
Can you find the area of a parallelogram defined by two vectors?
Can you find a general rule for finding the areas of equilateral triangles drawn on an isometric grid?
A red square and a blue square overlap so that the corner of the red square rests on the centre of the blue square. Show that, whatever the orientation of the red square, it covers a quarter of the. . . .
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?
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?
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
What is the total number of squares that can be made on a 5 by 5 geoboard?
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...
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
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.
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?
Can you use the diagram to prove the AM-GM inequality?
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?
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. . . .
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?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
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?
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. . . .
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.
A game for 2 players
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.
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
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?
Can you describe this route to infinity? Where will the arrows take you next?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
A collection of games on the NIM theme
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
Got It game for an adult and child. How can you play so that you know you will always win?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
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.
Can you find the values at the vertices when you know the values on the edges?
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?”
How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?