Show that all pentagonal numbers are one third of a triangular number.
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. . . .
Can you use the diagram to prove the AM-GM inequality?
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. . . .
Can you find a rule which connects consecutive triangular numbers?
Can you find a rule which relates triangular numbers to square numbers?
Simple additions can lead to intriguing results...
To avoid losing think of another very well known game where the patterns of play are similar.
Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?
What happens to the perimeter of triangle ABC as the two smaller circles change size and roll around inside the bigger circle?
A game for 2 players
Watch these videos to see how Phoebe, Alice and Luke chose to draw 7 squares. How would they draw 100?
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?
Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
Have a go at this 3D extension to the Pebbles problem.
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.
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. . . .
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
Can you discover whether this is a fair game?
This article for teachers discusses examples of problems in which there is no obvious method but in which children can be encouraged to think deeply about the context and extend their ability to. . . .
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.
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?
Place a red counter in the top left corner of a 4x4 array, which is covered by 14 other smaller counters, leaving a gap in the bottom right hand corner (HOME). What is the smallest number of moves. . . .
Find a cuboid (with edges of integer values) that has a surface area of exactly 100 square units. Is there more than one? Can you find them all?
Can you see how this picture illustrates the formula for the sum of the first six cube numbers?
Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?
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?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
You can move the 4 pieces of the jigsaw and fit them into both outlines. Explain what has happened to the missing one unit of area.
Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps?
Is it possible to rearrange the numbers 1,2......12 around a clock face in such a way that every two numbers in adjacent positions differ by any of 3, 4 or 5 hours?
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?
A train leaves on time. After it has gone 8 miles (at 33mph) the driver looks at his watch and sees that the hour hand is exactly over the minute hand. When did the train leave the station?
A half-cube is cut into two pieces by a plane through the long diagonal and at right angles to it. Can you draw a net of these pieces? Are they identical?
Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.
Imagine you have six different colours of paint. You paint a cube using a different colour for each of the six faces. How many different cubes can be painted using the same set of six colours?
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?
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?
Is it possible to remove ten unit cubes from a 3 by 3 by 3 cube made from 27 unit cubes so that the surface area of the remaining solid is the same as the surface area of the original 3 by 3 by 3. . . .
In how many ways can you fit all three pieces together to make shapes with line symmetry?
Blue Flibbins are so jealous of their red partners that they will not leave them on their own with any other bue Flibbin. What is the quickest way of getting the five pairs of Flibbins safely to. . . .
Can you dissect a square into: 4, 7, 10, 13... other squares? 6, 9, 12, 15... other squares? 8, 11, 14... other squares?
The image in this problem is part of a piece of equipment found in the playground of a school. How would you describe it to someone over the phone?
Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?
The triangle ABC is equilateral. The arc AB has centre C, the arc BC has centre A and the arc CA has centre B. Explain how and why this shape can roll along between two parallel tracks.
If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable. Decide which of these diagrams are traversable.
Here is a solitaire type environment for you to experiment with. Which targets can you reach?