Can you discover whether this is a fair game?
Try to solve this very difficult problem and then study our two suggested solutions. How would you use your knowledge to try to solve variants on the original problem?
Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.
Can you work through these direct proofs, using our interactive proof sorters?
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. . . .
Toni Beardon has chosen this article introducing a rich area for practical exploration and discovery in 3D geometry
Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.
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. . . .
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 serious but easily readable discussion of proof in mathematics with some amusing stories and some interesting examples.
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. . . .
You have twelve weights, one of which is different from the rest. Using just 3 weighings, can you identify which weight is the odd one out, and whether it is heavier or lighter than the rest?
How many tours visit each vertex of a cube once and only once? How many return to the starting point?
With n people anywhere in a field each shoots a water pistol at the nearest person. In general who gets wet? What difference does it make if n is odd or even?
Take any two numbers between 0 and 1. Prove that the sum of the numbers is always less than one plus their product?
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. . . .
Here the diagram says it all. Can you find the diagram?
Explain why, when moving heavy objects on rollers, the object moves twice as fast as the rollers. Try a similar experiment yourself.
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
Can you find the areas of the trapezia in this sequence?
What happens to the perimeter of triangle ABC as the two smaller circles change size and roll around inside the bigger circle?
What can you say about the lengths of the sides of a quadrilateral whose vertices are on a unit circle?
Can you see how this picture illustrates the formula for the sum of the first six cube numbers?
Find the positive integer solutions of the equation (1+1/a)(1+1/b)(1+1/c) = 2
Eulerian and Hamiltonian circuits are defined with some simple examples and a couple of puzzles to illustrate Hamiltonian circuits.
Here is a proof of Euler's formula in the plane and on a sphere together with projects to explore cases of the formula for a polygon with holes, for the torus and other solids with holes and the. . . .
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.
The first of five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.
An account of methods for finding whether or not a number can be written as the sum of two or more squares or as the sum of two or more cubes.
Start with any whole number N, write N as a multiple of 10 plus a remainder R and produce a new whole number N'. Repeat. What happens?
An article which gives an account of some properties of magic squares.
Take a number, add its digits then multiply the digits together, then multiply these two results. If you get the same number it is an SP number.
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.
Tom writes about expressing numbers as the sums of three squares.
Follow the hints and prove Pick's Theorem.
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 polite number can be written as the sum of two or more consecutive positive integers. Find the consecutive sums giving the polite numbers 544 and 424. What characterizes impolite numbers?
The sum of any two of the numbers 2, 34 and 47 is a perfect square. Choose three square numbers and find sets of three integers with this property. Generalise to four integers.
Some diagrammatic 'proofs' of algebraic identities and inequalities.
Prove that you cannot form a Magic W with a total of 12 or less or with a with a total of 18 or more.
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.
A blue coin rolls round two yellow coins which touch. The coins are the same size. How many revolutions does the blue coin make when it rolls all the way round the yellow coins? Investigate for a. . . .
Prove Pythagoras' Theorem using enlargements and scale factors.
Three equilateral triangles ABC, AYX and XZB are drawn with the point X a moveable point on AB. The points P, Q and R are the centres of the three triangles. What can you say about triangle PQR?
Can you explain why a sequence of operations always gives you perfect squares?
Prove that in every tetrahedron there is a vertex such that the three edges meeting there have lengths which could be the sides of a triangle.
These proofs are wrong. Can you see why?
Can you invert the logic to prove these statements?
Can you use the diagram to prove the AM-GM inequality?