Fractional calculus is a generalisation of ordinary calculus where you can differentiate n times when n is not a whole number.
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. . . .
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.
Can you find the value of this function involving algebraic fractions for x=2000?
The problem is how did Archimedes calculate the lengths of the sides of the polygons which needed him to be able to calculate square roots?
An inequality involving integrals of squares of functions.
Can you use the diagram to prove the AM-GM inequality?
Relate these algebraic expressions to geometrical diagrams.
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
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 record your findings in truth tables.
Generalise the sum of a GP by using derivatives to make the coefficients into powers of the natural numbers.
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?
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 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.
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. . . .
Find the largest integer which divides every member of the following sequence: 1^5-1, 2^5-2, 3^5-3, ... n^5-n.
Explain why, when moving heavy objects on rollers, the object moves twice as fast as the rollers. Try a similar experiment yourself.
To find the integral of a polynomial, evaluate it at some special points and add multiples of these values.
Sort these mathematical propositions into a series of 8 correct statements.
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.
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.
Take any two numbers between 0 and 1. Prove that the sum of the numbers is always less than one plus their product?
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.
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 make sense of these three proofs of Pythagoras' Theorem?
An article which gives an account of some properties of magic squares.
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. . . .
These proofs are wrong. Can you see why?
Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.
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.
The twelve edge totals of a standard six-sided die are distributed symmetrically. Will the same symmetry emerge with a dodecahedral die?
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/...)).
Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.
Tom writes about expressing numbers as the sums of three 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 of two or more cubes.
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.
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?
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.
Follow the hints and prove Pick's Theorem.
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.
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?
This is the second article on right-angled triangles whose edge lengths are whole numbers.