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?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.
A game for 2 players
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.
To avoid losing think of another very well known game where the patterns of play are similar.
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 make a tetrahedron whose faces all have the same perimeter?
A and B are two interlocking cogwheels having p teeth and q teeth respectively. One tooth on B is painted red. Find the values of p and q for which the red tooth on B contacts every gap on the. . . .
A right-angled isosceles triangle is rotated about the centre point of a square. What can you say about the area of the part of the square covered by the triangle as it rotates?
Can you see how this picture illustrates the formula for the sum of the first six cube numbers?
Bilbo goes on an adventure, before arriving back home. Using the information given about his journey, can you work out where Bilbo lives?
There are 27 small cubes in a 3 x 3 x 3 cube, 54 faces being visible at any one time. Is it possible to reorganise these cubes so that by dipping the large cube into a pot of paint three times you. . . .
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 find a rule which connects consecutive triangular numbers?
A cyclist and a runner start off simultaneously around a race track each going at a constant speed. The cyclist goes all the way around and then catches up with the runner. He then instantly turns. . . .
Can you discover whether this is a fair game?
Can you find a rule which relates triangular numbers to square numbers?
Show that all pentagonal numbers are one third of a triangular number.
Some diagrammatic 'proofs' of algebraic identities and inequalities.
What can you see? What do you notice? What questions can you ask?
Two boats travel up and down a lake. Can you picture where they will cross if you know how fast each boat is travelling?
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?
Discover a way to sum square numbers by building cuboids from small cubes. Can you picture how the sequence will grow?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
This task depends on groups working collaboratively, discussing and reasoning to agree a final product.
These are pictures of the sea defences at New Brighton. Can you work out what a basic shape might be in both images of the sea wall and work out a way they might fit together?
The reader is invited to investigate changes (or permutations) in the ringing of church bells, illustrated by braid diagrams showing the order in which the bells are rung.
Have a go at this 3D extension to the Pebbles problem.
Draw some isosceles triangles with an area of $9$cm$^2$ and a vertex at (20,20). If all the vertices must have whole number coordinates, how many is it possible to draw?
Start with a large square, join the midpoints of its sides, you'll see four right angled triangles. Remove these triangles, a second square is left. Repeat the operation. What happens?
Imagine starting with one yellow cube and covering it all over with a single layer of red cubes, and then covering that cube with a layer of blue cubes. How many red and blue cubes would you need?
Can you use the diagram to prove the AM-GM inequality?
Show that among the interior angles of a convex polygon there cannot be more than three acute angles.
We start with one yellow cube and build around it to make a 3x3x3 cube with red cubes. Then we build around that red cube with blue cubes and so on. How many cubes of each colour have we used?
The whole set of tiles is used to make a square. This has a green and blue border. There are no green or blue tiles anywhere in the square except on this border. How many tiles are there in the set?
Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.
I found these clocks in the Arts Centre at the University of Warwick intriguing - do they really need four clocks and what times would be ambiguous with only two or three of them?
This is an interactive net of a Rubik's cube. Twists of the 3D cube become mixes of the squares on the 2D net. Have a play and see how many scrambles you can undo!
Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?
Players take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.
Slide the pieces to move Khun Phaen past all the guards into the position on the right from which he can escape to freedom.
Can you mark 4 points on a flat surface so that there are only two different distances between them?
Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.
A square of area 3 square units cannot be drawn on a 2D grid so that each of its vertices have integer coordinates, but can it be drawn on a 3D grid? Investigate squares that can be drawn.
Here is a solitaire type environment for you to experiment with. Which targets can you reach?
A game for 2 people. Take turns joining two dots, until your opponent is unable to move.
A bus route has a total duration of 40 minutes. Every 10 minutes, two buses set out, one from each end. How many buses will one bus meet on its way from one end to the other end?
Can you recreate these designs? What are the basic units? What movement is required between each unit? Some elegant use of procedures will help - variables not essential.