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.

Find the largest integer which divides every member of the following sequence: 1^5-1, 2^5-2, 3^5-3, ... n^5-n.

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. . . .

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

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?

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.

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

Prove that if a is a natural number and the square root of a is rational, then it is a square number (an integer n^2 for some integer n.)

Can you convince me of each of the following: If a square number is multiplied by a square number the product is ALWAYS a square number...

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.

Make and prove a conjecture about the value of the product of the Fibonacci numbers $F_{n+1}F_{n-1}$.

Relate these algebraic expressions to geometrical diagrams.

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.

Prove that if a^2+b^2 is a multiple of 3 then both a and b are multiples of 3.

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?

Take any prime number greater than 3 , square it and subtract one. Working on the building blocks will help you to explain what is special about your results.

Show that if three prime numbers, all greater than 3, form an arithmetic progression then the common difference is divisible by 6. What if one of the terms is 3?

Powers of numbers behave in surprising ways. Take a look at some of these and try to explain why they are true.

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.

Take any pair of two digit numbers x=ab and y=cd where, without loss of generality, ab > cd . Form two 4 digit numbers r=abcd and s=cdab and calculate: {r^2 - s^2} /{x^2 - y^2}.

Factorial one hundred (written 100!) has 24 noughts when written in full and that 1000! has 249 noughts? Convince yourself that the above is true. Perhaps your methodology will help you find the. . . .

Investigate the number of points with integer coordinates on circles with centres at the origin for which the square of the radius is a power of 5.

Given that a, b and c are natural numbers show that if sqrt a+sqrt b is rational then it is a natural number. Extend this to 3 variables.

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.

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.

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?

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

The twelve edge totals of a standard six-sided die are distributed symmetrically. Will the same symmetry emerge with a dodecahedral die?

L triominoes can fit together to make larger versions of themselves. Is every size possible to make in this way?

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.

Explore what happens when you draw graphs of quadratic equations with coefficients based on a geometric sequence.

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 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.

An article which gives an account of some properties of magic squares.

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

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!

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?

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

Can you make sense of the three methods to work out the area of the kite in the square?

By proving these particular identities, prove the existence of general cases.

If I tell you two sides of a right-angled triangle, you can easily work out the third. But what if the angle between the two sides is not a right angle?