Show that the arithmetic mean, geometric mean and harmonic mean of
a and b can be the lengths of the sides of a right-angles triangle
if and only if a = bx^3, where x is the Golden Ratio.
Some diagrammatic 'proofs' of algebraic identities and
Can you discover whether this is a fair game?
If x + y = -1 find the largest value of xy by coordinate geometry, by calculus and by algebra.
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. . . .
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.
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.
The picture illustrates the sum 1 + 2 + 3 + 4 = (4 x 5)/2. Prove the general formula for the sum of the first n natural numbers and the formula for the sum of the cubes of the first n natural. . . .
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.
You have twelve weights, one of which is different from the rest.
Using just 3 weighings, can you identify which weight is the odd
one out, and whether it is heavier or lighter than the rest?
Can you use the diagram to prove the AM-GM inequality?
Investigate circuits and record your findings in this simple introduction to truth tables and logic.
Can you see how this picture illustrates the formula for the sum of
the first six cube numbers?
Find the positive integer solutions of the equation (1+1/a)(1+1/b)(1+1/c) = 2
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.
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. . . .
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. . . .
Explain why, when moving heavy objects on rollers, the object moves
twice as fast as the rollers. Try a similar experiment yourself.
What happens to the perimeter of triangle ABC as the two smaller
circles change size and roll around inside the bigger circle?
This article invites you to get familiar with a strategic game called "sprouts". The game is simple enough for younger children to understand, and has also provided experienced mathematicians with. . . .
Mark a point P inside a closed curve. Is it always possible to find
two points that lie on the curve, such that P is the mid point of
the line joining these two points?
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 are given a regular icosahedron having three red vertices. Show
that it has a vertex that has at least two red neighbours.
Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.
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. . . .
Find all the solutions to the this equation.
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.
Imagine two identical cylindrical pipes meeting at right angles and think about the shape of the space which belongs to both pipes. Early Chinese mathematicians call this shape the mouhefanggai.
This follows up the 'magic Squares for Special Occasions' article which tells you you to create a 4by4 magicsquare with a special date on the top line using no negative numbers and no repeats.
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?
This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.
Here is a proof of Euler's formula in the plane and on a sphere together with projects to explore cases of the formula for a polygon with holes, for the torus and other solids with holes and the. . . .
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
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.
The first of five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.
Take any rectangle ABCD such that AB > BC. The point P is on AB
and Q is on CD. Show that there is exactly one position of P and Q
such that APCQ is a rhombus.
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.
ABCD is a square. P is the midpoint of AB and is joined to C. A line from D perpendicular to PC meets the line at the point Q. Prove AQ = AD.
A composite number is one that is neither prime nor 1. Show that
10201 is composite in any base.
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.
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.
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.
Tom writes about expressing numbers as the sums of three 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...
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.
Peter Zimmerman, a Year 13 student at Mill Hill County High School
in Barnet, London wrote this account of modulus arithmetic.
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.
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.
Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.