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.
Can you see how this picture illustrates the formula for the sum of the first six cube numbers?
Mark a point P inside a closed curve. Is it always possible to find two points that lie on the curve, such that P is the mid point of the line joining these two points?
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. . . .
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. . . .
Can you discover whether this is a fair game?
Some diagrammatic 'proofs' of algebraic identities and inequalities.
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. . . .
Can you use the diagram to prove the AM-GM inequality?
Find the positive integer solutions of the equation (1+1/a)(1+1/b)(1+1/c) = 2
What happens to the perimeter of triangle ABC as the two smaller circles change size and roll around inside the bigger circle?
Three frogs hopped onto the table. A red frog on the left a green in the middle and a blue frog on the right. Then frogs started jumping randomly over any adjacent frog. Is it possible for them to. . . .
You have twelve weights, one of which is different from the rest. Using just 3 weighings, can you identify which weight is the odd one out, and whether it is heavier or lighter than the rest?
Try to solve this very difficult problem and then study our two suggested solutions. How would you use your knowledge to try to solve variants on the original problem?
Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.
To find the integral of a polynomial, evaluate it at some special points and add multiples of these values.
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.
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.
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.
An article which gives an account of some properties of magic squares.
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.
Tom writes about expressing numbers as the sums of three squares.
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.
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.
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.
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.
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.
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. . . .
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.
This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.
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?
Follow the hints and prove Pick's Theorem.
This is the second article on right-angled triangles whose edge lengths are whole numbers.
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?
In this article we show that every whole number can be written as a continued fraction of the form k/(1+k/(1+k/...)).
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.
A blue coin rolls round two yellow coins which touch. The coins are the same size. How many revolutions does the blue coin make when it rolls all the way round the yellow coins? Investigate for a. . . .
It is impossible to trisect an angle using only ruler and compasses but it can be done using a carpenter's square.
Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.
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.
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.
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 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.