Fractional calculus is a generalisation of ordinary calculus where you can differentiate n times when n is not a whole number.
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.
Explore the continued fraction: 2+3/(2+3/(2+3/2+...)) What do you
notice when successive terms are taken? What happens to the terms
if the fraction goes on indefinitely?
Investigate circuits and record your findings in this simple introduction to truth tables and logic.
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. . . .
An article which gives an account of some properties of magic squares.
Take a complicated fraction with the product of five quartics top
and bottom and reduce this to a whole number. This is a numerical
example involving some clever algebra.
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.
This article discusses how every Pythagorean triple (a, b, c) can be illustrated by a square and an L shape within another square. You are invited to find some triples for yourself.
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 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.
Solve this famous unsolved problem and win a prize. Take a positive
integer N. If even, divide by 2; if odd, multiply by 3 and add 1.
Iterate. Prove that the sequence always goes to 4,2,1,4,2,1...
Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.
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.
In this article we show that every whole number can be written as a continued fraction of the form k/(1+k/(1+k/...)).
We continue the discussion given in Euclid's Algorithm I, and here we shall discover when an equation of the form ax+by=c has no solutions, and when it has infinitely many solutions.
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.
Peter Zimmerman from Mill Hill County High School in Barnet, London
gives a neat proof that: 5^(2n+1) + 11^(2n+1) + 17^(2n+1) is
divisible by 33 for every non negative integer n.
Tom writes about expressing numbers as the sums of three squares.
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?
Suppose A always beats B and B always beats C, then would you
expect A to beat C? Not always! What seems obvious is not always
true. Results always need to be proved in mathematics.
Peter Zimmerman, a Year 13 student at Mill Hill County High School
in Barnet, London wrote this account of modulus arithmetic.
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.
Find all positive integers a and b for which the two equations:
x^2-ax+b = 0 and x^2-bx+a = 0 both have positive integer solutions.
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.
The country Sixtania prints postage stamps with only three values 6 lucres, 10 lucres and 15 lucres (where the currency is in lucres).Which values cannot be made up with combinations of these postage. . . .
To find the integral of a polynomial, evaluate it at some special
points and add multiples of these values.
Show that if you add 1 to the product of four consecutive numbers
the answer is ALWAYS a perfect square.
Show that x = 1 is a solution of the equation x^(3/2) - 8x^(-3/2) = 7 and find all other solutions.
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.
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?
We only need 7 numbers for modulus (or clock) arithmetic mod 7
including working with fractions. Explore how to divide numbers and
write fractions in modulus arithemtic.
It is impossible to trisect an angle using only ruler and compasses
but it can be done using a carpenter's square.
The first of five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.
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.
Can you discover whether this is a fair game?
When if ever do you get the right answer if you add two fractions
by adding the numerators and adding the denominators?
This is the second article on right-angled triangles whose edge lengths are whole numbers.
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!
Follow the hints and prove Pick's Theorem.
This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.
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. . . .
Have a go at being mathematically negative, by negating these
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
This problem is a sequence of linked mini-challenges leading up to the proof of a difficult final challenge, encouraging you to think mathematically. Starting with one of the mini-challenges, how. . . .
Can you make sense of these three proofs of Pythagoras' Theorem?
What fractions can you divide the diagonal of a square into by
Can you work through these direct proofs, using our interactive
Can you invert the logic to prove these statements?
Can the pdfs and cdfs of an exponential distribution intersect?