Are these statements always true, sometimes true or never true?
Show that among the interior angles of a convex polygon there cannot be more than three acute angles.
Which hexagons tessellate?
A standard die has the numbers 1, 2 and 3 are opposite 6, 5 and 4 respectively so that opposite faces add to 7? If you make standard dice by writing 1, 2, 3, 4, 5, 6 on blank cubes you will find. . . .
Are these statements always true, sometimes true or never true?
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?
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.
A huge wheel is rolling past your window. What do you see?
Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?
Are these statements relating to odd and even numbers always true, sometimes true or never true?
Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.
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.
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.
In this 7-sandwich: 7 1 3 1 6 4 3 5 7 2 4 6 2 5 there are 7 numbers between the 7s, 6 between the 6s etc. The article shows which values of n can make n-sandwiches and which cannot.
Use the numbers in the box below to make the base of a top-heavy pyramid whose top number is 200.
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. . . .
Replace each letter with a digit to make this addition correct.
Toni Beardon has chosen this article introducing a rich area for practical exploration and discovery in 3D geometry
Make a set of numbers that use all the digits from 1 to 9, once and once only. Add them up. The result is divisible by 9. Add each of the digits in the new number. What is their sum? Now try some. . . .
Do you know how to find the area of a triangle? You can count the squares. What happens if we turn the triangle on end? Press the button and see. Try counting the number of units in the triangle now. . . .
A game for 2 players that can be played online. Players take it in turns to select a word from the 9 words given. The aim is to select all the occurrences of the same letter.
Draw some quadrilaterals on a 9-point circle and work out the angles. Is there a theorem?
Can you arrange the numbers 1 to 17 in a row so that each adjacent pair adds up to a square number?
What happens when you add three numbers together? Will your answer be odd or even? How do you know?
This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
Who said that adding couldn't be fun?
This article invites you to get familiar with a strategic game called "sprouts". The game is simple enough for younger children to understand, and has also provided experienced mathematicians with. . . .
There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. How old are the children?
Points A, B and C are the centres of three circles, each one of which touches the other two. Prove that the perimeter of the triangle ABC is equal to the diameter of the largest circle.
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
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.
In how many distinct ways can six islands be joined by bridges so that each island can be reached from every other island...
Can you see how this picture illustrates the formula for the sum of the first six cube numbers?
In the following sum the letters A, B, C, D, E and F stand for six distinct digits. Find all the ways of replacing the letters with digits so that the arithmetic is correct.
Baker, Cooper, Jones and Smith are four people whose occupations are teacher, welder, mechanic and programmer, but not necessarily in that order. What is each person’s occupation?
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. . . .
You have been given nine weights, one of which is slightly heavier than the rest. Can you work out which weight is heavier in just two weighings of the balance?
When is it impossible to make number sandwiches?
What are the missing numbers in the pyramids?
Arrange the numbers 1 to 16 into a 4 by 4 array. Choose a number. Cross out the numbers on the same row and column. Repeat this process. Add up you four numbers. Why do they always add up to 34?
Choose any three by three square of dates on a calendar page...
This addition sum uses all ten digits 0, 1, 2...9 exactly once. Find the sum and show that the one you give is the only possibility.
Four of these clues are needed to find the chosen number on this grid and four are true but do nothing to help in finding the number. Can you sort out the clues and find the number?
Use your logical reasoning to work out how many cows and how many sheep there are in each field.
Powers of numbers behave in surprising ways. Take a look at some of these and try to explain why they are true.
This article stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.
We have exactly 100 coins. There are five different values of coins. We have decided to buy a piece of computer software for 39.75. We have the correct money, not a penny more, not a penny less! Can. . . .
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?