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Threes and Fives

THE LINE

Not equal

Enter the names of the players.

Player 1:

Player 2:

Start

Each pair of dominoes on the line must have the same numbers on their touching sides.

0

0

Play Again

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"This website was brilliant. My class and I really enjoy doing the activites."

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Shunting Puzzles

These puzzles are Transum's versions of the shunting or switching puzzles made popular by train enthusiasts and logic puzzle solvers.

Numeracy

"Numeracy is a proficiency which is developed mainly in Mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and presented in graphs, diagrams, charts and tables."

Secondary National Strategy, Mathematics at key stage 3

Go Maths

Learning and understanding Mathematics, at every level, requires learner engagement. Mathematics is not a spectator sport. Sometimes traditional teaching fails to actively involve students. One way to address the problem is through the use of interactive activities and this web site provides many of those. The Go Maths main page links to more activities designed for students in upper Secondary/High school.

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Teachers' Notes

There are 385072 ways of arranging the numbers 1 - 18 in a circle so that the sum of each pair of adjacent numbers is prime. Here is one of the possible ways

1,6,5,2,3,10,9,8,11,12,17,14,15,16,7,4,13,18.

See Math Forum for a discussion of Prime-Sum Circles.

See Bernardo Recamán’s Primes in a Circle Puzzle.

See Scallywags and Scoundrels for a puzzle requiring the numbers 1 - 12 to be arranged in a Prime-Sum Circle.

See Square Pairs Game for a similar game involving square numbers.

See Square Pairs for the related lesson Starter.

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