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.

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. . . .

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. . . .

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.

Take any two numbers between 0 and 1. Prove that the sum of the numbers is always less than one plus their product?

This addition sum uses all ten digits 0, 1, 2...9 exactly once. Find the sum and show that the one you give is the only possibility.

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?

In the following sum the letters A, B, C, D, E and F stand for six distinct digits. Find all the ways of replacing the letters with digits so that the arithmetic is correct.

Can you see how this picture illustrates the formula for the sum of the first six cube numbers?

When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

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. . . .

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 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?

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.

What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.

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. . . .

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.

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. . . .

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. . . .

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.

Prove that if the integer n is divisible by 4 then it can be written as the difference of two squares.

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. . . .

Eight children enter the autumn cross-country race at school. How many possible ways could they come in at first, second and third places?

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.

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. . . .

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. . . .

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.

A serious but easily readable discussion of proof in mathematics with some amusing stories and some interesting examples.

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.

What happens to the perimeter of triangle ABC as the two smaller circles change size and roll around inside the bigger circle?

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.

Here are some examples of 'cons', and see if you can figure out where the trick is.

A introduction to how patterns can be deceiving, and what is and is not a proof.

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?

Six points are arranged in space so that no three are collinear. How many line segments can be formed by joining the points in pairs?

Nine cross country runners compete in a team competition in which there are three matches. If you were a judge how would you decide who would win?

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. . . .

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?

Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.

Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?

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 power.

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.

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?

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. . . .

We are given a regular icosahedron having three red vertices. Show that it has a vertex that has at least two red neighbours.

Eulerian and Hamiltonian circuits are defined with some simple examples and a couple of puzzles to illustrate Hamiltonian circuits.

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.