Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?

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.

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

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.

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.

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.

Consider all two digit numbers (10, 11, . . . ,99). In writing down all these numbers, which digits occur least often, and which occur most often ? What about three digit numbers, four digit numbers. . . .

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

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

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

Dave Hewitt suggests that there might be more to mathematics than looking at numerical results, finding patterns and generalising.

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?

First of all, pick the number of times a week that you would like to eat chocolate. Multiply this number by 2...

To avoid losing think of another very well known game where the patterns of play are similar.

15 = 7 + 8 and 10 = 1 + 2 + 3 + 4. Can you say which numbers can be expressed as the sum of two or more consecutive integers?

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?”

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?

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

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 see how to build a harmonic triangle? Can you work out the next two rows?

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

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?

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

Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?

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.

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?

How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?

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

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

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?

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.

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

The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.

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.

Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?

Explore the area of families of parallelograms and triangles. Can you find rules to work out the areas?

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.

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. . . .

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?

I added together some of my neighbours' house numbers. Can you explain the patterns I noticed?

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 figure out how sequences of beach huts are generated?