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.

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

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

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. . . .

If for any triangle ABC tan(A - B) + tan(B - C) + tan(C - A) = 0 what can you say about the triangle?

Generalise the sum of a GP by using derivatives to make the coefficients into powers of the natural numbers.

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

Choose any two numbers. Call them a and b. Work out the arithmetic mean and the geometric mean. Which is bigger? Repeat for other pairs of numbers. What do you notice?

The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.

An account of some magic squares and their properties and and how to construct them for yourself.

Can you work out the irrational numbers that belong in the circles to make the multiplication arithmagon correct?

Fractional calculus is a generalisation of ordinary calculus where you can differentiate n times when n is not a whole number.

Triangle ABC is an equilateral triangle with three parallel lines going through the vertices. Calculate the length of the sides of the triangle if the perpendicular distances between the parallel. . . .

Jo has three numbers which she adds together in pairs. When she does this she has three different totals: 11, 17 and 22 What are the three numbers Jo had to start with?”

What is the value of the integers a and b where sqrt(8-4sqrt3) = sqrt a - sqrt b?

Here explore some ideas of how the definitions and methods of calculus change if you integrate or differentiate n times when n is not a whole number.

Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The loser is the player who takes the last counter.

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?

Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The winner is the player to take the last counter.

Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?

What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?

This article for teachers describes several games, found on the site, all of which have a related structure that can be used to develop the skills of strategic planning.

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?

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.

Sets of integers like 3, 4, 5 are called Pythagorean Triples, because they could be the lengths of the sides of a right-angled triangle. Can you find any more?

Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?

Can you describe this route to infinity? Where will the arrows take you next?

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 values at the vertices when you know the values on the edges of these multiplication arithmagons?

Can you explain the surprising results Jo found when she calculated the difference between square numbers?

A game for 2 players. Set out 16 counters in rows of 1,3,5 and 7. Players take turns to remove any number of counters from a row. The player left with the last counter looses.

Make and prove a conjecture about the cyclic quadrilateral inscribed in a circle of radius r that has the maximum perimeter and the maximum area.

Can you show that you can share a square pizza equally between two people by cutting it four times using vertical, horizontal and diagonal cuts through any point inside the square?

The aim of the game is to slide the green square from the top right hand corner to the bottom left hand corner in the least number of moves.

The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = n² Use the diagram to show that any odd number is the difference of two squares.

These gnomons appear to have more than a passing connection with the Fibonacci sequence. This problem ask you to investigate some of these connections.

A game for 2 players with similaritlies to NIM. Place one counter on each spot on the games board. Players take it is turns to remove 1 or 2 adjacent counters. The winner picks up the last counter.

Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.

The triangle OMN has vertices on the axes with whole number co-ordinates. How many points with whole number coordinates are there on the hypotenuse MN?

Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?

To avoid losing think of another very well known game where the patterns of play are similar.

Your data is a set of positive numbers. What is the maximum value that the standard deviation can take?

Equal touching circles have centres on a line. From a point of this line on a circle, a tangent is drawn to the farthest circle. Find the lengths of chords where the line cuts the other circles.

The incircles of 3, 4, 5 and of 5, 12, 13 right angled triangles have radii 1 and 2 units respectively. What about triangles with an inradius of 3, 4 or 5 or ...?