Can you use the diagram to prove the AM-GM inequality?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
How many winning lines can you make in a three-dimensional version of noughts and crosses?
Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?
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?
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?
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Watch these videos to see how Phoebe, Alice and Luke chose to draw 7 squares. How would they draw 100?
Can you describe this route to infinity? Where will the arrows take you next?
ABC is an equilateral triangle and P is a point in the interior of the triangle. We know that AP = 3cm and BP = 4cm. Prove that CP must be less than 10 cm.
Can you discover whether this is a fair game?
Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.
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.
Some diagrammatic 'proofs' of algebraic identities and inequalities.
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.
Show that among the interior angles of a convex polygon there cannot be more than three acute angles.
If you move the tiles around, can you make squares with different coloured edges?
A game for 2 players
How many moves does it take to swap over some red and blue frogs? Do you have a method?
Three frogs started jumping randomly over any adjacent frog. Is it possible for them to finish up in the same order they started?
Two motorboats travelling up and down a lake at constant speeds leave opposite ends A and B at the same instant, passing each other, for the first time 600 metres from A, and on their return, 400. . . .
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. . . .
To avoid losing think of another very well known game where the patterns of play are similar.
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?
Can you maximise the area available to a grazing goat?
A huge wheel is rolling past your window. What do you see?
Can you see how this picture illustrates the formula for the sum of the first six cube numbers?
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. . . .
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?
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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?
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. . . .
In the game of Noughts and Crosses there are 8 distinct winning lines. How many distinct winning lines are there in a game played on a 3 by 3 by 3 board, with 27 cells?
Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?
What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?
On the graph there are 28 marked points. These points all mark the vertices (corners) of eight hidden squares. Can you find the eight hidden squares?
What is the minimum number of squares a 13 by 13 square can be dissected into?
What would be the smallest number of moves needed to move a Knight from a chess set from one corner to the opposite corner of a 99 by 99 square board?
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.
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?
A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?
Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?
Can you mark 4 points on a flat surface so that there are only two different distances between them?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
Can you find a rule which relates triangular numbers to square numbers?
Can you find a rule which connects consecutive triangular numbers?
Show that all pentagonal numbers are one third of a triangular number.
A useful visualising exercise which offers opportunities for discussion and generalising, and which could be used for thinking about the formulae needed for generating the results on a spreadsheet.