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. . . .
Given any two polynomials in a single variable it is always possible to eliminate the variable and obtain a formula showing the relationship between the two polynomials. Try this one.
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, 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?
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 geometric series.
Generalise the sum of a GP by using derivatives to make the coefficients into powers of the natural numbers.
Take any two numbers between 0 and 1. Prove that the sum of the numbers is always less than one plus their product?
The sums of the squares of three related numbers is also a perfect square - can you explain why?
Find the missing angle between the two secants to the circle when the two angles at the centre subtended by the arcs created by the intersections of the secants and the circle are 50 and 120 degrees.
Relate these algebraic expressions to geometrical diagrams.
Can you use the diagram to prove the AM-GM inequality?
Given a set of points (x,y) with distinct x values, find a polynomial that goes through all of them, then prove some results about the existence and uniqueness of these polynomials.
Can you see how this picture illustrates the formula for the sum of the first six cube numbers?
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.
Find the largest integer which divides every member of the following sequence: 1^5-1, 2^5-2, 3^5-3, ... n^5-n.
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.
Four jewellers share their stock. Can you work out the relative values of their gems?
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
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.
Explore what happens when you draw graphs of quadratic equations with coefficients based on a geometric sequence.
Show that for natural numbers x and y if x/y > 1 then x/y>(x+1)/(y+1}>1. Hence prove that the product for i=1 to n of [(2i)/(2i-1)] tends to infinity as n tends to infinity.
Can you make sense of these three proofs of Pythagoras' Theorem?
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. . . .
Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.
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.
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...
Peter Zimmerman, a Year 13 student at Mill Hill County High School in Barnet, London wrote this account of modulus arithmetic.
Tom writes about expressing numbers as the sums of three squares.
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. . . .
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.
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.
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 out.
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.
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?
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?
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.
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?
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!
It is impossible to trisect an angle using only ruler and compasses but it can be done using a carpenter's square.
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?
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.
The twelve edge totals of a standard six-sided die are distributed symmetrically. Will the same symmetry emerge with a dodecahedral die?
By proving these particular identities, prove the existence of general cases.
Follow the hints and prove Pick's Theorem.
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 looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.