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. . . .
Explain why, when moving heavy objects on rollers, the object moves twice as fast as the rollers. Try a similar experiment yourself.
This shape comprises four semi-circles. What is the relationship between the area of the shaded region and the area of the circle on AB as diameter?
What happens to the perimeter of triangle ABC as the two smaller circles change size and roll around inside the bigger circle?
The largest square which fits into a circle is ABCD and EFGH is a square with G and H on the line CD and E and F on the circumference of the circle. Show that AB = 5EF. Similarly the largest. . . .
Some diagrammatic 'proofs' of algebraic identities and inequalities.
Can you discover whether this is a fair game?
Can you use the diagram to prove the AM-GM inequality?
Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.
What can you say about the lengths of the sides of a quadrilateral whose vertices are on a unit circle?
Keep constructing triangles in the incircle of the previous triangle. What happens?
Can you see how this picture illustrates the formula for the sum of the first six cube numbers?
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.
Prove that the shaded area of the semicircle is equal to the area of the inner 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. . . .
Use this interactivity to sort out the steps of the proof of the formula for the sum of an arithmetic series. The 'thermometer' will tell you how you are doing
Can you find the areas of the trapezia in this sequence?
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. . . .
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?
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.
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 stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.
Which of these roads will satisfy a Munchkin builder?
We are given a regular icosahedron having three red vertices. Show that it has a vertex that has at least two red neighbours.
Follow the hints and prove Pick's Theorem.
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.
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.
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 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?
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.
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.
The first of five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.
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.
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 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.
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...
This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.
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...
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.
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.
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.
A composite number is one that is neither prime nor 1. Show that 10201 is composite in any base.
Patterns that repeat in a line are strangely interesting. How many types are there and how do you tell one type from another?