Can you use the diagram to prove the AM-GM inequality?
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
An article which gives an account of some properties of magic squares.
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. . . .
The triangle OMN has vertices on the axes with whole number co-ordinates. How many points with whole number coordinates are there on the hypotenuse MN?
Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The winner is the player to take the last counter.
A collection of games on the NIM theme
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
A game for 2 players. Set out 16 counters in rows of 1,3,5 and 7. Players take turns to remove any number of counters from a row. The player left with the last counter looses.
To avoid losing think of another very well known game where the patterns of play are similar.
A game for 2 players with similaritlies to NIM. Place one counter on each spot on the games board. Players take it is turns to remove 1 or 2 adjacent counters. The winner picks up the last counter.
Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The loser is the player who takes the last counter.
The aim of the game is to slide the green square from the top right hand corner to the bottom left hand corner in the least number of moves.
Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.
A game for 2 players
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
This article for teachers describes several games, found on the site, all of which have a related structure that can be used to develop the skills of strategic planning.
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
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.
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.
Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?
Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?
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. . . .
We can show that (x + 1)² = x² + 2x + 1 by considering the area of an (x + 1) by (x + 1) square. Show in a similar way that (x + 2)² = x² + 4x + 4
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
An account of some magic squares and their properties and and how to construct them for yourself.
Jo has three numbers which she adds together in pairs. When she does this she has three different totals: 11, 17 and 22 What are the three numbers Jo had to start with?”
Imagine starting with one yellow cube and covering it all over with a single layer of red cubes, and then covering that cube with a layer of blue cubes. How many red and blue cubes would you need?
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
Can you find sets of sloping lines that enclose a square?
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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.
The sum of the numbers 4 and 1 [1/3] is the same as the product of 4 and 1 [1/3]; that is to say 4 + 1 [1/3] = 4 × 1 [1/3]. What other numbers have the sum equal to the product and can this be so for. . . .
Think of a number, add one, double it, take away 3, add the number you first thought of, add 7, divide by 3 and take away the number you first thought of. You should now be left with 2. How do I. . . .
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.
Can you find the values at the vertices when you know the values on the edges?
List any 3 numbers. It is always possible to find a subset of adjacent numbers that add up to a multiple of 3. Can you explain why and prove it?
What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?
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.
Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?
The diagram shows a 5 by 5 geoboard with 25 pins set out in a square array. Squares are made by stretching rubber bands round specific pins. What is the total number of squares that can be made on a. . . .
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
Can you work out how to win this game of Nim? Does it matter if you go first or second?
Can you find the area of a parallelogram defined by two vectors?
Can you explain the surprising results Jo found when she calculated the difference between square numbers?