The picture illustrates the sum 1 + 2 + 3 + 4 = (4 x 5)/2. Prove the general formula for the sum of the first n natural numbers and the formula for the sum of the cubes of the first n natural. . . .
Place a red counter in the top left corner of a 4x4 array, which is
covered by 14 other smaller counters, leaving a gap in the bottom
right hand corner (HOME). What is the smallest number of moves. . . .
Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?
In this problem, we have created a pattern from smaller and smaller
squares. If we carried on the pattern forever, what proportion of
the image would be coloured blue?
Can you find a rule which relates triangular numbers to square numbers?
Can you find a rule which connects consecutive triangular numbers?
Anne completes a circuit around a circular track in 40 seconds.
Brenda runs in the opposite direction and meets Anne every 15
seconds. How long does it take Brenda to run around the track?
Show that all pentagonal numbers are one third of a triangular number.
Three frogs hopped onto the table. A red frog on the left a green in the middle and a blue frog on the right. Then frogs started jumping randomly over any adjacent frog. Is it possible for them to. . . .
This is an interactive net of a Rubik's cube. Twists of the 3D cube become mixes of the squares on the 2D net. Have a play and see how many scrambles you can undo!
Build gnomons that are related to the Fibonacci sequence and try to
explain why this is possible.
Given the nets of 4 cubes with the faces coloured in 4 colours, build a tower so that on each vertical wall no colour is repeated, that is all 4 colours appear.
Can you discover whether this is a fair game?
P is a point on the circumference of a circle radius r which rolls,
without slipping, inside a circle of radius 2r. What is the locus
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?
A huge wheel is rolling past your window. What do you see?
On the 3D grid a strange (and deadly) animal is lurking. Using the tracking system can you locate this creature as quickly as possible?
Players take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.
A right-angled isosceles triangle is rotated about the centre point
of a square. What can you say about the area of the part of the
square covered by the triangle as it rotates?
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?
A cyclist and a runner start off simultaneously around a race track each going at a constant speed. The cyclist goes all the way around and then catches up with the runner. He then instantly turns. . . .
Two motorboats travelling up and down a lake at constant speeds
leave opposite ends A and B at the same instant, passing each
other, for the first time 600 metres from A, and on their return,
400. . . .
Can you use the diagram to prove the AM-GM inequality?
A game for 2 players
Some puzzles requiring no knowledge of knot theory, just a careful
inspection of the patterns. A glimpse of the classification of
knots and a little about prime knots, crossing numbers and. . . .
To avoid losing think of another very well known game where the
patterns of play are similar.
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
Mike and Monisha meet at the race track, which is 400m round. Just to make a point, Mike runs anticlockwise whilst Monisha runs clockwise. Where will they meet on their way around and will they ever. . . .
There are 27 small cubes in a 3 x 3 x 3 cube, 54 faces being
visible at any one time. Is it possible to reorganise these cubes
so that by dipping the large cube into a pot of paint three times
you. . . .
This article for teachers discusses examples of problems in which
there is no obvious method but in which children can be encouraged
to think deeply about the context and extend their ability to. . . .
Imagine a stack of numbered cards with one on top. Discard the top,
put the next card to the bottom and repeat continuously. Can you
predict the last card?
Can you see how this picture illustrates the formula for the sum of
the first six cube numbers?
Discover a way to sum square numbers by building cuboids from small
cubes. Can you picture how the sequence will grow?
How many ways can you write the word EUROMATHS by starting at the
top left hand corner and taking the next letter by stepping one
step down or one step to the right in a 5x5 array?
Find the ratio of the outer shaded area to the inner area for a six
pointed star and an eight pointed star.
Have a go at this 3D extension to the Pebbles problem.
Two boats travel up and down a lake. Can you picture where they
will cross if you know how fast each boat is travelling?
Watch these videos to see how Phoebe, Alice and Luke chose to draw 7 squares. How would they draw 100?
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?
What happens to the perimeter of triangle ABC as the two smaller
circles change size and roll around inside the bigger circle?
Simple additions can lead to intriguing results...
A and B are two interlocking cogwheels having p teeth and q teeth respectively. One tooth on B is painted red. Find the values of p and q for which the red tooth on B contacts every gap on the. . . .
Three circles have a maximum of six intersections with each other.
What is the maximum number of intersections that a hundred circles
Square It game for an adult and child. Can you come up with a way of always winning this game?
Take a line segment of length 1. Remove the middle third. Remove
the middle thirds of what you have left. Repeat infinitely many
times, and you have the Cantor Set. Can you picture it?
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 describe this route to infinity? Where will the arrows take you next?
Problem solving is at the heart of the NRICH site. All the problems
give learners opportunities to learn, develop or use mathematical
concepts and skills. Read here for more information.
Here are four tiles. They can be arranged in a 2 by 2 square so that this large square has a green edge. If the tiles are moved around, we can make a 2 by 2 square with a blue edge... Now try to. . . .
Two angles ABC and PQR are floating in a box so that AB//PQ and BC//QR. Prove that the two angles are equal.