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. . . .
An article which gives an account of some properties of magic squares.
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
Can you use the diagram to prove the AM-GM inequality?
Given that a, b and c are natural numbers show that if sqrt a+sqrt b is rational then it is a natural number. Extend this to 3 variables.
When if ever do you get the right answer if you add two fractions by adding the numerators and adding the denominators?
If for any triangle ABC tan(A - B) + tan(B - C) + tan(C - A) = 0 what can you say about the triangle?
What is the value of the integers a and b where sqrt(8-4sqrt3) = sqrt a - sqrt b?
Generalise the sum of a GP by using derivatives to make the coefficients into powers of the natural numbers.
Equal touching circles have centres on a line. From a point of this line on a circle, a tangent is drawn to the farthest circle. Find the lengths of chords where the line cuts the other circles.
Fractional calculus is a generalisation of ordinary calculus where you can differentiate n times when n is not a whole number.
Can you show that you can share a square pizza equally between two people by cutting it four times using vertical, horizontal and diagonal cuts through any point inside the square?
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?
Generalise this inequality involving integrals.
Given a set of points (x,y) with distinct x values, find a polynomial that goes through all of them, then prove some results about the existence and uniqueness of these polynomials.
What is the total number of squares that can be made on a 5 by 5 geoboard?
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?”
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Can you work out the irrational numbers that belong in the circles to make the multiplication arithmagon correct?
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.
The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = n² Use the diagram to show that any odd number is the difference of two squares.
Can you find a general rule for finding the areas of equilateral triangles drawn on an isometric grid?
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?
ABC and DEF are equilateral triangles of side 3 and 4 respectively. Construct an equilateral triangle whose area is the sum of the area of ABC and DEF.
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
For which values of n is the Fibonacci number fn even? Which Fibonnaci numbers are divisible by 3?
Take any two positive numbers. Calculate the arithmetic and geometric means. Repeat the calculations to generate a sequence of arithmetic means and geometric means. Make a note of what happens to the. . . .
A game for 2 players
Triangle ABC is an equilateral triangle with three parallel lines going through the vertices. Calculate the length of the sides of the triangle if the perpendicular distances between the parallel. . . .
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Can you find the values at the vertices when you know the values on the edges?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
Can you explain the surprising results Jo found when she calculated the difference between square numbers?
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?
Sets of integers like 3, 4, 5 are called Pythagorean Triples, because they could be the lengths of the sides of a right-angled triangle. Can you find any more?
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.
Can you see how to build a harmonic triangle? Can you work out the next two rows?
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.
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?
Make and prove a conjecture about the cyclic quadrilateral inscribed in a circle of radius r that has the maximum perimeter and the maximum area.
Charlie has moved between countries and the average income of both has increased. How can this be so?
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.
This article by Alex Goodwin, age 18 of Madras College, St Andrews describes how to find the sum of 1 + 22 + 333 + 4444 + ... to n terms.
These gnomons appear to have more than a passing connection with the Fibonacci sequence. This problem ask you to investigate some of these connections.
Your data is a set of positive numbers. What is the maximum value that the standard deviation can take?
To avoid losing think of another very well known game where the patterns of play are similar.
Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.
Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?
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.
Here explore some ideas of how the definitions and methods of calculus change if you integrate or differentiate n times when n is not a whole number.