Relate these algebraic expressions to geometrical diagrams.
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?
Can you make sense of these three proofs of Pythagoras' Theorem?
Take any two numbers between 0 and 1. Prove that the sum of the numbers is always less than one plus their product?
When if ever do you get the right answer if you add two fractions by adding the numerators and adding the denominators?
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
Freddie Manners, of Packwood Haugh School in Shropshire solved an alphanumeric without using the extra information supplied and this article explains his reasoning.
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. . . .
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.
Can you use the diagram to prove the AM-GM inequality?
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.
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.
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...
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.
Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.
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.
Tom writes about expressing numbers as the sums of three 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. . . .
An article which gives an account of some properties of magic squares.
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 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.
Peter Zimmerman, a Year 13 student at Mill Hill County High School in Barnet, London wrote this account of modulus arithmetic.
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 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.
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.
To find the integral of a polynomial, evaluate it at some special points and add multiples of these values.
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.
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.
Show that if you add 1 to the product of four consecutive numbers the answer is ALWAYS a perfect square.
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?
What can you say about the common difference of an AP where every term is prime?
Show that x = 1 is a solution of the equation x^(3/2) - 8x^(-3/2) = 7 and find all other solutions.
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. . . .
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 five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.
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.
This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.
This is the second article on right-angled triangles whose edge lengths are whole numbers.
Follow the hints and prove Pick's Theorem.
A point moves around inside a rectangle. What are the least and the greatest values of the sum of the squares of the distances from the vertices?
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!
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?
Can you discover whether this is a fair game?
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.
This problem is a sequence of linked mini-challenges leading up to the proof of a difficult final challenge, encouraging you to think mathematically. Starting with one of the mini-challenges, how. . . .
What fractions can you divide the diagonal of a square into by simple folding?
Can the pdfs and cdfs of an exponential distribution intersect?
Sort these mathematical propositions into a series of 8 correct statements.
Can you work through these direct proofs, using our interactive proof sorters?