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.

This is the second article on right-angled triangles whose edge lengths are whole numbers.

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!

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.

Four identical right angled triangles are drawn on the sides of a square. Two face out, two face in. Why do the four vertices marked with dots lie on one line?

Given that a, b and c are natural numbers show that if sqrt a+sqrt b is rational then it is a natural number. Extend this to 3 variables.

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?

An article which gives an account of some properties of magic squares.

Peter Zimmerman, a Year 13 student at Mill Hill County High School in Barnet, London wrote this account of modulus arithmetic.

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.

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.

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. . . .

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 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/...)).

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...

We continue the discussion given in Euclid's Algorithm I, and here we shall discover when an equation of the form ax+by=c has no solutions, and when it has infinitely many solutions.

In this 7-sandwich: 7 1 3 1 6 4 3 5 7 2 4 6 2 5 there are 7 numbers between the 7s, 6 between the 6s etc. The article shows which values of n can make n-sandwiches and which cannot.

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.

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?

The country Sixtania prints postage stamps with only three values 6 lucres, 10 lucres and 15 lucres (where the currency is in lucres).Which values cannot be made up with combinations of these postage. . . .

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.

It is impossible to trisect an angle using only ruler and compasses but it can be done using a carpenter's square.

Prove that you cannot form a Magic W with a total of 12 or less or with a with a total of 18 or more.

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.

A polite number can be written as the sum of two or more consecutive positive integers. Find the consecutive sums giving the polite numbers 544 and 424. What characterizes impolite numbers?

Show that if you add 1 to the product of four consecutive numbers the answer is ALWAYS a perfect square.

To find the integral of a polynomial, evaluate it at some special points and add multiples of these values.

When if ever do you get the right answer if you add two fractions by adding the numerators and adding the denominators?

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.

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.

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.

This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.

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.

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.

Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.

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.

What fractions can you divide the diagonal of a square into by simple folding?

Have a go at being mathematically negative, by negating these statements.

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.

Can the pdfs and cdfs of an exponential distribution intersect?

Can you rearrange the cards to make a series of correct mathematical statements?