The circumcentres of four triangles are joined to form a
quadrilateral. What do you notice about this quadrilateral as the
dynamic image changes? Can you prove your conjecture?
ABCD is a square. P is the midpoint of AB and is joined to C. A line from D perpendicular to PC meets the line at the point Q. Prove AQ = AD.
A quadrilateral inscribed in a unit circle has sides of lengths s1, s2, s3 and s4 where s1 ≤ s2 ≤ s3 ≤ s4.
Find a quadrilateral of this type for which s1= sqrt2 and show s1 cannot. . . .
A picture is made by joining five small quadrilaterals together to
make a large quadrilateral. Is it possible to draw a similar
picture if all the small quadrilaterals are cyclic?
What can you say about the angles on opposite vertices of any
cyclic quadrilateral? Working on the building blocks will give you
insights that may help you to explain what is special about them.
Start with any triangle T1 and its inscribed circle. Draw the
triangle T2 which has its vertices at the points of contact between
the triangle T1 and its incircle. Now keep repeating this. . . .
What happens to the perimeter of triangle ABC as the two smaller
circles change size and roll around inside the bigger circle?
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. . . .
Make an eight by eight square, the layout is the same as a
chessboard. You can print out and use the square below. What is the
area of the square? Divide the square in the way shown by the red
dashed. . . .
It is impossible to trisect an angle using only ruler and compasses
but it can be done using a carpenter's square.
A circle has centre O and angle POR = angle QOR. Construct tangents
at P and Q meeting at T. Draw a circle with diameter OT. Do P and Q
lie inside, or on, or outside this circle?
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.
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?
There are four children in a family, two girls, Kate and Sally, and
two boys, Tom and Ben. How old are the children?
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?
Is it true that any convex hexagon will tessellate if it has a pair
of opposite sides that are equal, and three adjacent angles that
add up to 360 degrees?
Can you see how this picture illustrates the formula for the sum of
the first six cube numbers?
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. . . .
Eulerian and Hamiltonian circuits are defined with some simple examples and a couple of puzzles to illustrate Hamiltonian circuits.
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.
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. . . .
Carry out cyclic permutations of nine digit numbers containing the
digits from 1 to 9 (until you get back to the first number). Prove
that whatever number you choose, they will add to the same total.
Can you find all the 4-ball shuffles?
Replace each letter with a digit to make this addition correct.
In how many distinct ways can six islands be joined by bridges so that each island can be reached from every other island...
Show that among the interior angles of a convex polygon there
cannot be more than three acute angles.
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.
Eight children enter the autumn cross-country race at school. How
many possible ways could they come in at first, second and third
Make a set of numbers that use all the digits from 1 to 9, once and
once only. Add them up. The result is divisible by 9. Add each of
the digits in the new number. What is their sum? Now try some. . . .
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
Can you discover whether this is a fair game?
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?
Here are some examples of 'cons', and see if you can figure out where the trick is.
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.
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. . . .
Take any two numbers between 0 and 1. Prove that the sum of the
numbers is always less than one plus their product?
If you know the sizes of the angles marked with coloured dots in
this diagram which angles can you find by calculation?
Learn about the link between logical arguments and electronic circuits. Investigate the logical connectives by making and testing your own circuits and fill in the blanks in truth tables to record. . . .
The final of five articles which containe the proof of why the sequence introduced in article IV either reaches the fixed point 0 or the sequence enters a repeating cycle of four values.
Semicircles are drawn on the sides of a rectangle ABCD. A circle passing through points ABCD carves out four crescent-shaped regions. Prove that the sum of the areas of the four crescents is equal to. . . .
In this third of five articles we prove that whatever whole number we start with for the Happy Number sequence we will always end up with some set of numbers being repeated over and over again.
This article extends the discussions in "Whole number dynamics I". Continuing the proof that, for all starting points, the Happy Number sequence goes into a loop or homes in on a fixed point.
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.
Find the area of the annulus in terms of the length of the chord
which is tangent to the inner circle.
Take any two digit number, for example 58. What do you have to do to reverse the order of the digits? Can you find a rule for reversing the order of digits for any two digit 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. . . .
A paradox is a statement that seems to be both untrue and true at the same time. This article looks at a few examples and challenges you to investigate them for yourself.
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.
Use the numbers in the box below to make the base of a top-heavy
pyramid whose top number is 200.