Can you discover whether this is a fair game?
Show that among the interior angles of a convex polygon there
cannot be more than three acute angles.
ABC is an equilateral triangle and P is a point in the interior of
the triangle. We know that AP = 3cm and BP = 4cm. Prove that CP
must be less than 10 cm.
These formulae are often quoted, but rarely proved. In this article, we derive the formulae for the volumes of a square-based pyramid and a cone, using relatively simple mathematical concepts.
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
Who said that adding couldn't be fun?
This article invites you to get familiar with a strategic game called "sprouts". The game is simple enough for younger children to understand, and has also provided experienced mathematicians with. . . .
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.
A game for 2 players that can be played online. Players take it in turns to select a word from the 9 words given. The aim is to select all the occurrences of the same letter.
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. . . .
A huge wheel is rolling past your window. What do you see?
What happens to the perimeter of triangle ABC as the two smaller
circles change size and roll around inside the bigger circle?
You have been given nine weights, one of which is slightly heavier
than the rest. Can you work out which weight is heavier in just two
weighings of the balance?
Do you know how to find the area of a triangle? You can count the
squares. What happens if we turn the triangle on end? Press the
button and see. Try counting the number of units in the triangle
now. . . .
Can you find all the 4-ball shuffles?
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
Are these statements relating to odd and even numbers always true, sometimes true or never true?
This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
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.
What happens when you add three numbers together? Will your answer be odd or even? How do you know?
Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.
A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?
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.
This is the second article on right-angled triangles whose edge lengths are whole numbers.
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Are these statements always true, sometimes true or never true?
Which hexagons tessellate?
Is it possible to rearrange the numbers 1,2......12 around a clock
face in such a way that every two numbers in adjacent positions
differ by any of 3, 4 or 5 hours?
Take any whole number between 1 and 999, add the squares of the
digits to get a new number. Make some conjectures about what
happens in general.
This is the second of two articles and discusses problems relating
to the curvature of space, shortest distances on surfaces,
triangulations of surfaces and representation by graphs.
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?
This article stems from research on the teaching of proof and
offers guidance on how to move learners from focussing on
experimental arguments to mathematical arguments and deductive
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?
Can you arrange the numbers 1 to 17 in a row so that each adjacent
pair adds up to a square number?
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. . . .
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. . . .
Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps?
The first of two articles on Pythagorean Triples which asks how many right angled triangles can you find with the lengths of each side exactly a whole number measurement. Try it!
Blue Flibbins are so jealous of their red partners that they will
not leave them on their own with any other bue Flibbin. What is the
quickest way of getting the five pairs of Flibbins safely to. . . .
A standard die has the numbers 1, 2 and 3 are opposite 6, 5 and 4 respectively so that opposite faces add to 7? If you make standard dice by writing 1, 2, 3, 4, 5, 6 on blank cubes you will find. . . .
Patterns that repeat in a line are strangely interesting. How many types are there and how do you tell one type from another?
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.
A introduction to how patterns can be deceiving, and what is and is not a proof.
In this 7-sandwich: 7 1 3 1 6 4 3 5 7 2 4 6 2 5 there are 7 numbers between the 7s, 6 between the 6s etc. The article shows which values of n can make n-sandwiches and which cannot.
Find the area of the annulus in terms of the length of the chord
which is tangent to the inner circle.
Points A, B and C are the centres of three circles, each one of which touches the other two. Prove that the perimeter of the triangle ABC is equal to the diameter of the largest circle.
Consider the equation 1/a + 1/b + 1/c = 1 where a, b and c are
natural numbers and 0 < a < b < c. Prove that there is
only one set of values which satisfy this equation.