Can you find the value of this function involving algebraic fractions for x=2000?

A, B & C own a half, a third and a sixth of a coin collection. Each grab some coins, return some, then share equally what they had put back, finishing with their own share. How rich are they?

Can you make sense of these three proofs of Pythagoras' Theorem?

Relate these algebraic expressions to geometrical diagrams.

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

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.

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. . . .

Janine noticed, while studying some cube numbers, that if you take three consecutive whole numbers and multiply them together and then add the middle number of the three, you get the middle number. . . .

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?

If you take two tests and get a marks out of a maximum b in the first and c marks out of d in the second, does the mediant (a+c)/(b+d)lie between the results for the two tests separately.

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.

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.

Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.

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.

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.

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...

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. . . .

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.

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.

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?

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. . . .

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. . . .

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.

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.

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.

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?

Show that if you add 1 to the product of four consecutive numbers the answer is ALWAYS a perfect square.

To find the integral of a polynomial, evaluate it at some special points and add multiples of these values.

It is impossible to trisect an angle using only ruler and compasses but it can be done using a carpenter's square.

A point moves around inside a rectangle. What are the least and the greatest values of the sum of the squares of the distances from the vertices?

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.

Show that x = 1 is a solution of the equation x^(3/2) - 8x^(-3/2) = 7 and find all other solutions.

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.

The first of five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.

When if ever do you get the right answer if you add two fractions by adding the numerators and adding the denominators?

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!

This is the second article on right-angled triangles whose edge lengths are whole numbers.

This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.

What fractions can you divide the diagonal of a square into by simple folding?

Have a go at being mathematically negative, by negating these statements.

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 reasoning.

Can the pdfs and cdfs of an exponential distribution intersect?

Can you rearrange the cards to make a series of correct mathematical statements?