Beautiful mathematics. Two 18 year old students gave eight different proofs of one result then generalised it from the 3 by 1 case to the n by 1 case and proved the general result.
If for any triangle ABC tan(A - B) + tan(B - C) + tan(C - A) = 0 what can you say about the triangle?
First of all, pick the number of times a week that you would like to eat chocolate. Multiply this number by 2...
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?
If a is the radius of the axle, b the radius of each ball-bearing, and c the radius of the hub, why does the number of ball bearings n determine the ratio c/a? Find a formula for c/a in terms of n.
Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
When if ever do you get the right answer if you add two fractions by adding the numerators and adding the denominators?
A game for 2 players
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 loser is the player who takes the last counter.
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.
If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.
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.
Can you use the diagram to prove the AM-GM inequality?
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. . . .
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.
Generalise the sum of a GP by using derivatives to make the coefficients into powers of the natural numbers.
A collection of games on the NIM theme
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
Jo made a cube from some smaller cubes, painted some of the faces of the large cube, and then took it apart again. 45 small cubes had no paint on them at all. How many small cubes did Jo use?
Can you explain the surprising results Jo found when she calculated the difference between square numbers?
Can you work out the irrational numbers that belong in the circles to make the multiplication arithmagon correct?
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?
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.
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
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.
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?
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?”
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 find the values at the vertices when you know the values on the edges?
Can you see how to build a harmonic triangle? Can you work out the next two rows?
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
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.
You can differentiate and integrate n times but what if n is not a whole number? This generalisation of calculus was introduced and discussed on askNRICH by some school students.
To avoid losing think of another very well known game where the patterns of play are similar.
Generalise this inequality involving integrals.
An article which gives an account of some properties of magic squares.
Fractional calculus is a generalisation of ordinary calculus where you can differentiate n times when n is not a whole number.
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. . . .
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
Your data is a set of positive numbers. What is the maximum value that the standard deviation can take?
A counter is placed in the bottom right hand corner of a grid. You toss a coin and move the star according to the following rules: ... What is the probability that you end up in the top left-hand. . . .
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?
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.
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.
An account of some magic squares and their properties and and how to construct them for yourself.
These gnomons appear to have more than a passing connection with the Fibonacci sequence. This problem ask you to investigate some of these connections.