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. . . .

Find the largest integer which divides every member of the following sequence: 1^5-1, 2^5-2, 3^5-3, ... n^5-n.

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?

This shape comprises four semi-circles. What is the relationship between the area of the shaded region and the area of the circle on AB as diameter?

Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?

There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. How old are the children?

Semicircles are drawn on the sides of a rectangle ABCD. A circle passing through points ABCD carves out four crescent-shaped regions. Prove that the sum of the areas of the four crescents is equal to. . . .

Take any prime number greater than 3 , square it and subtract one. Working on the building blocks will help you to explain what is special about your results.

Four jewellers share their stock. Can you work out the relative values of their gems?

Show that if you add 1 to the product of four consecutive numbers the answer is ALWAYS a perfect square.

Explore what happens when you draw graphs of quadratic equations with coefficients based on a geometric sequence.

A, B & C own a half, a third and a sixth of a coin collection. Each grab some coins, return some, then share equally what they had put back, finishing with their own share. How rich are they?

Clearly if a, b and c are the lengths of the sides of an equilateral triangle then a^2 + b^2 + c^2 = ab + bc + ca. Is the converse true?

Janine noticed, while studying some cube numbers, that if you take three consecutive whole numbers and multiply them together and then add the middle number of the three, you get the middle number. . . .

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.

In this third of five articles we prove that whatever whole number we start with for the Happy Number sequence we will always end up with some set of numbers being repeated over and over again.

The first of five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.

This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.

This article extends the discussions in "Whole number dynamics I". Continuing the proof that, for all starting points, the Happy Number sequence goes into a loop or homes in on a fixed point.

Start with any whole number N, write N as a multiple of 10 plus a remainder R and produce a new whole number N'. Repeat. What happens?

This article discusses how every Pythagorean triple (a, b, c) can be illustrated by a square and an L shape within another square. You are invited to find some triples for yourself.

An article which gives an account of some properties of magic squares.

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 final of five articles which containe the proof of why the sequence introduced in article IV either reaches the fixed point 0 or the sequence enters a repeating cycle of four values.

This is the second article on right-angled triangles whose edge lengths are whole numbers.

If you think that mathematical proof is really clearcut and universal then you should read this article.

Can you see how this picture illustrates the formula for the sum of the first six cube numbers?

Prove that if a^2+b^2 is a multiple of 3 then both a and b are multiples of 3.

What can you say about the lengths of the sides of a quadrilateral whose vertices are on a unit circle?

Take any pair of two digit numbers x=ab and y=cd where, without loss of generality, ab > cd . Form two 4 digit numbers r=abcd and s=cdab and calculate: {r^2 - s^2} /{x^2 - y^2}.

Explore the continued fraction: 2+3/(2+3/(2+3/2+...)) What do you notice when successive terms are taken? What happens to the terms if the fraction goes on indefinitely?

Is the mean of the squares of two numbers greater than, or less than, the square of their means?

Find the smallest positive integer N such that N/2 is a perfect cube, N/3 is a perfect fifth power and N/5 is a perfect seventh power.

The nth term of a sequence is given by the formula n^3 + 11n . Find the first four terms of the sequence given by this formula and the first term of the sequence which is bigger than one million. . . .

It is impossible to trisect an angle using only ruler and compasses but it can be done using a carpenter's square.

Three points A, B and C lie in this order on a line, and P is any point in the plane. Use the Cosine Rule to prove the following statement.

The country Sixtania prints postage stamps with only three values 6 lucres, 10 lucres and 15 lucres (where the currency is in lucres).Which values cannot be made up with combinations of these postage. . . .

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. . . .

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.

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!

A composite number is one that is neither prime nor 1. Show that 10201 is composite in any base.

Can you make sense of these three proofs of Pythagoras' Theorem?

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 arrange the numbers 1 to 17 in a row so that each adjacent pair adds up to a square number?

What fractions can you divide the diagonal of a square into by simple folding?

Powers of numbers behave in surprising ways. Take a look at some of these and try to explain why they are true.

Can you rearrange the cards to make a series of correct mathematical statements?

How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?

What is the area of the quadrilateral APOQ? Working on the building blocks will give you some insights that may help you to work it out.