Can you discover whether this is a fair game?
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.
Can you see how this picture illustrates the formula for the sum of
the first six cube numbers?
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.
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. . . .
Can you use the diagram to prove the AM-GM inequality?
If x + y = -1 find the largest value of xy by coordinate geometry, by calculus and by algebra.
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?
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?
Investigate circuits and record your findings in this simple introduction to truth tables and logic.
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. . . .
What happens to the perimeter of triangle ABC as the two smaller
circles change size and roll around inside the bigger circle?
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. . . .
Find the positive integer solutions of the equation (1+1/a)(1+1/b)(1+1/c) = 2
Explain why, when moving heavy objects on rollers, the object moves
twice as fast as the rollers. Try a similar experiment yourself.
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. . . .
Some diagrammatic 'proofs' of algebraic identities and
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.
Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.
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?
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.
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.
We are given a regular icosahedron having three red vertices. Show
that it has a vertex that has at least two red neighbours.
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. . . .
Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.
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.
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.
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. . . .
This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.
An article which gives an account of some properties of magic squares.
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.
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
The first of five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.
When if ever do you get the right answer if you add two fractions
by adding the numerators and adding the denominators?
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.
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.
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.
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.
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.
Fractional calculus is a generalisation of ordinary calculus where you can differentiate n times when n is not a whole number.
Tom writes about expressing numbers as the sums of three squares.
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.
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.
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.
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 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.
Peter Zimmerman, a Year 13 student at Mill Hill County High School
in Barnet, London wrote this account of modulus arithmetic.
Patterns that repeat in a line are strangely interesting. How many types are there and how do you tell one type from another?