When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Can you discover whether this is a fair game?
Show that among the interior angles of a convex polygon there cannot be more than three acute angles.
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.
These formulae are often quoted, but rarely proved. In this article, we derive the formulae for the volumes of a square-based pyramid and a cone, using relatively simple mathematical concepts.
Who said that adding couldn't be fun?
Can you arrange the numbers 1 to 17 in a row so that each adjacent pair adds up to a square number?
Can you find all the 4-ball shuffles?
In how many ways can you arrange three dice side by side on a surface so that the sum of the numbers on each of the four faces (top, bottom, front and back) is equal?
A huge wheel is rolling past your window. What do you see?
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.
Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.
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.
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. . . .
Take any whole number between 1 and 999, add the squares of the digits to get a new number. Make some conjectures about what happens in general.
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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. . . .
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. . . .
Use your logical reasoning to work out how many cows and how many sheep there are in each field.
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?
What happens when you add three numbers together? Will your answer be odd or even? How do you know?
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?
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .
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.
Are these statements relating to odd and even numbers always true, sometimes true or never true?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .
A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .
Draw some quadrilaterals on a 9-point circle and work out the angles. Is there a theorem?
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.
Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.
This is the second article on right-angled triangles whose edge lengths are whole numbers.
Use the numbers in the box below to make the base of a top-heavy pyramid whose top number is 200.
The first of two articles on Pythagorean Triples which asks how many right angled triangles can you find with the lengths of each side exactly a whole number measurement. Try it!
Toni Beardon has chosen this article introducing a rich area for practical exploration and discovery in 3D geometry
Are these statements always true, sometimes true or never true?
When is it impossible to make number sandwiches?
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.
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?
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.
Can you see how this picture illustrates the formula for the sum of the first six cube numbers?
Construct two equilateral triangles on a straight line. There are two lengths that look the same - can you prove it?
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.
Can you find different ways of creating paths using these paving slabs?
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. . . .
This is the second of two articles and discusses problems relating to the curvature of space, shortest distances on surfaces, triangulations of surfaces and representation by graphs.
Which set of numbers that add to 10 have the largest product?