A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Is there an efficient way to work out how many factors a large number has?
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?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Choose any 3 digits and make a 6 digit number by repeating the 3 digits in the same order (e.g. 594594). Explain why whatever digits you choose the number will always be divisible by 7, 11 and 13.
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?
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. . . .
How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?
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?
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. . . .
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 triangle OMN has vertices on the axes with whole number co-ordinates. How many points with whole number coordinates are there on the hypotenuse MN?
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. . . .
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?”
First of all, pick the number of times a week that you would like to eat chocolate. Multiply this number by 2...
A collection of games on the NIM theme
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.
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?
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
Make some loops out of regular hexagons. What rules can you discover?
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. . . .
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.
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?
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. . . .
I added together some of my neighbours' house numbers. Can you explain the patterns I noticed?
Can you explain the strategy for winning this game with any target?
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?
Can you explain the surprising results Jo found when she calculated the difference between square numbers?
Can you see how to build a harmonic triangle? Can you work out the next two rows?
Got It game for an adult and child. How can you play so that you know you will always win?
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. . . .
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!
How many moves does it take to swap over some red and blue frogs? Do you have a method?
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
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.
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Investigate the different ways that fifteen schools could have given money in a charity fundraiser.
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
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. . . .
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
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.
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?
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
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.