This is an interactivity in which you have to sort into the correct
order the steps in the proof of the formula for the sum of a
Given that u>0 and v>0 find the smallest possible value of
1/u + 1/v given that u + v = 5 by different methods.
If x + y = -1 find the largest value of xy by coordinate geometry, by calculus and by algebra.
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
Can you work through these direct proofs, using our interactive
By considering powers of (1+x), show that the sum of the squares of
the binomial coefficients from 0 to n is 2nCn
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
There are 12 identical looking coins, one of which is a fake. The
counterfeit coin is of a different weight to the rest. What is the
minimum number of weighings needed to locate the fake coin?
Can you discover whether this is a fair game?
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.
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?
Can you see how this picture illustrates the formula for the sum of
the first six cube numbers?
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. . . .
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...
An article which gives an account of some properties of magic squares.
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 orf two or more cubes.
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.
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.
Tom writes about expressing numbers as the sums of three squares.
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.
Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.
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.
This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.
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 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!
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. . . .
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.
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.
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.
Follow the hints and prove Pick's Theorem.
This is the second article on right-angled triangles whose edge lengths are whole numbers.
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.
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 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.
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.
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 five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.
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.
Some diagrammatic 'proofs' of algebraic identities and
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. . . .
What is the area of the quadrilateral APOQ? Working on the building
blocks will give you some insights that may help you to work it
Have a go at being mathematically negative, by negating these
Can you make sense of these three proofs of Pythagoras' Theorem?