How many moves does it take to swap over some red and blue frogs? Do you have a method?
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?
Charlie and Abi put a counter on 42. They wondered if they could visit all the other numbers on their 1-100 board, moving the counter using just these two operations: x2 and -5. What do you think?
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
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?
Delight your friends with this cunning trick! Can you explain how it works?
Make some loops out of regular hexagons. What rules can you discover?
Can you find the values at the vertices when you know the values on the edges?
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?
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.
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
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.
This task encourages you to investigate the number of edging pieces and panes in different sized windows.
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?
List any 3 numbers. It is always possible to find a subset of adjacent numbers that add up to a multiple of 3. Can you explain why and prove it?
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?
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
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?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
A country has decided to have just two different coins, 3z and 5z coins. Which totals can be made? Is there a largest total that cannot be made? How do you know?
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?
Start with two numbers and generate a sequence where the next number is the mean of the last two numbers...
It starts quite simple but great opportunities for number discoveries and patterns!
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.
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.
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. . . .
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. . . .
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?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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.
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
It's easy to work out the areas of most squares that we meet, but what if they were tilted?
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.
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.
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?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
Can all unit fractions be written as the sum of two unit fractions?