If for any triangle ABC tan(A - B) + tan(B - C) + tan(C - A) = 0 what can you say about the triangle?

If you take two tests and get a marks out of a maximum b in the first and c marks out of d in the second, does the mediant (a+c)/(b+d)lie between the results for the two tests separately.

This is an interactivity in which you have to sort into the correct order the steps in the proof of the formula for the sum of a geometric series.

Find the positive integer solutions of the equation (1+1/a)(1+1/b)(1+1/c) = 2

I am exactly n times my daughter's age. In m years I shall be ... How old am I?

With n people anywhere in a field each shoots a water pistol at the nearest person. In general who gets wet? What difference does it make if n is odd or even?

Make and prove a conjecture about the value of the product of the Fibonacci numbers $F_{n+1}F_{n-1}$.

By proving these particular identities, prove the existence of general cases.

This is an interactivity in which you have to sort the steps in the completion of the square into the correct order to prove the formula for the solutions of quadratic equations.

We continue the discussion given in Euclid's Algorithm I, and here we shall discover when an equation of the form ax+by=c has no solutions, and when it has infinitely many solutions.

Can you work through these direct proofs, using our interactive proof sorters?

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 a complicated fraction with the product of five quartics top and bottom and reduce this to a whole number. This is a numerical example involving some clever algebra.

Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.

Solve this famous unsolved problem and win a prize. Take a positive integer N. If even, divide by 2; if odd, multiply by 3 and add 1. Iterate. Prove that the sequence always goes to 4,2,1,4,2,1...

Peter Zimmerman, a Year 13 student at Mill Hill County High School in Barnet, London wrote this account of modulus arithmetic.

Peter Zimmerman from Mill Hill County High School in Barnet, London gives a neat proof that: 5^(2n+1) + 11^(2n+1) + 17^(2n+1) is divisible by 33 for every non negative integer n.

Suppose A always beats B and B always beats C, then would you expect A to beat C? Not always! What seems obvious is not always true. Results always need to be proved in mathematics.

An account of methods for finding whether or not a number can be written as the sum of two or more squares or as the sum of two or more cubes.

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

Take a number, add its digits then multiply the digits together, then multiply these two results. If you get the same number it is an SP number.

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.

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

Prove that you cannot form a Magic W with a total of 12 or less or with a with a total of 18 or more.

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. . . .

We only need 7 numbers for modulus (or clock) arithmetic mod 7 including working with fractions. Explore how to divide numbers and write fractions in modulus arithemtic.

Find all positive integers a and b for which the two equations: x^2-ax+b = 0 and x^2-bx+a = 0 both have positive integer solutions.

To find the integral of a polynomial, evaluate it at some special points and add multiples of these values.

The sum of any two of the numbers 2, 34 and 47 is a perfect square. Choose three square numbers and find sets of three integers with this property. Generalise to four integers.

A polite number can be written as the sum of two or more consecutive positive integers. Find the consecutive sums giving the polite numbers 544 and 424. What characterizes impolite numbers?

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

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

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!

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.

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.

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?

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

When if ever do you get the right answer if you add two fractions by adding the numerators and adding the denominators?

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

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 follows up the 'magic Squares for Special Occasions' article which tells you you to create a 4by4 magicsquare with a special date on the top line using no negative numbers and no repeats.

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

Have a go at being mathematically negative, by negating these statements.

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.

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

Can the pdfs and cdfs of an exponential distribution intersect?

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