The nth term of a sequence is given by the formula n^3 + 11n . Find
the first four terms of the sequence given by this formula and the
first term of the sequence which is bigger than one million. . . .
Prove that if the integer n is divisible by 4 then it can be written as the difference of two squares.
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.
Liam's house has a staircase with 12 steps. He can go down the steps one at a time or two at time. In how many different ways can Liam go down the 12 steps?
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. . . .
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. . . .
What happens to the perimeter of triangle ABC as the two smaller
circles change size and roll around inside the bigger circle?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Find some triples of whole numbers a, b and c such that a^2 + b^2 + c^2 is a multiple of 4. Is it necessarily the case that a, b and c must all be even? If so, can you explain why?
What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.
Can you see how this picture illustrates the formula for the sum of
the first six cube numbers?
Here are some examples of 'cons', and see if you can figure out where the trick is.
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.
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.
Find the smallest positive integer N such that N/2 is a perfect
cube, N/3 is a perfect fifth power and N/5 is a perfect seventh
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.
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. . . .
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.
Let a(n) be the number of ways of expressing the integer n as an
ordered sum of 1's and 2's. Let b(n) be the number of ways of
expressing n as an ordered sum of integers greater than 1. (i)
Calculate. . . .
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. . . .
Can you discover whether this is a fair game?
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. . . .
This is an interactivity in which you have to sort the steps in the
completion of the square into the correct order to prove the
formula for the solutions of quadratic equations.
A serious but easily readable discussion of proof in mathematics with some amusing stories and some interesting examples.
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.
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. . . .
Here are three 'tricks' to amaze your friends. But the really
clever trick is explaining to them why these 'tricks' are maths not
magic. Like all good magicians, you should practice by trying. . . .
Write down a three-digit number Change the order of the digits to
get a different number Find the difference between the two three
digit numbers Follow the rest of the instructions then try. . . .
We have exactly 100 coins. There are five different values of
coins. We have decided to buy a piece of computer software for
39.75. We have the correct money, not a penny more, not a penny
less! Can. . . .
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.
Choose any two numbers. Call them a and b. Work out the arithmetic mean and the geometric mean. Which is bigger? Repeat for other pairs of numbers. What do you notice?
We are given a regular icosahedron having three red vertices. Show
that it has a vertex that has at least two red neighbours.
I start with a red, a blue, a green and a yellow marble. I can
trade any of my marbles for three others, one of each colour. Can I
end up with exactly two marbles of each colour?
I start with a red, a green and a blue marble. I can trade any of my marbles for two others, one of each colour. Can I end up with five more blue marbles than red after a number of such trades?
A introduction to how patterns can be deceiving, and what is and is not a proof.
Find the largest integer which divides every member of the
following sequence: 1^5-1, 2^5-2, 3^5-3, ... n^5-n.
If you know the sizes of the angles marked with coloured dots in
this diagram which angles can you find by calculation?
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.
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?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Show that if three prime numbers, all greater than 3, form an
arithmetic progression then the common difference is divisible by
6. What if one of the terms is 3?
Six points are arranged in space so that no three are collinear.
How many line segments can be formed by joining the points in
An iterative method for finding the value of the Golden Ratio with explanations of how this involves the ratios of Fibonacci numbers and continued fractions.
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?
Can you fit Ls together to make larger versions of themselves?
Pick a square within a multiplication square and add the numbers on
each diagonal. What do you notice?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
From a group of any 4 students in a class of 30, each has exchanged
Christmas cards with the other three. Show that some students have
exchanged cards with all the other students in the class. How. . . .