Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?
Are these statements relating to odd and even numbers always true, sometimes true or never true?
What happens when you add three numbers together? Will your answer be odd or even? How do you know?
Who said that adding couldn't be fun?
Use your knowledge of place value to try to win this game. How will you maximise your score?
Are these statements always true, sometimes true or never true?
In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.
Four of these clues are needed to find the chosen number on this grid and four are true but do nothing to help in finding the number. Can you sort out the clues and find the number?
This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
In the following sum the letters A, B, C, D, E and F stand for six distinct digits. Find all the ways of replacing the letters with digits so that the arithmetic is correct.
Make a set of numbers that use all the digits from 1 to 9, once and once only. Add them up. The result is divisible by 9. Add each of the digits in the new number. What is their sum? Now try some. . . .
Which set of numbers that add to 10 have the largest product?
Use your logical reasoning to work out how many cows and how many sheep there are in each field.
Replace each letter with a digit to make this addition correct.
This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .
You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .
This addition sum uses all ten digits 0, 1, 2...9 exactly once. Find the sum and show that the one you give is the only possibility.
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Can you find different ways of creating paths using these paving slabs?
A game for 2 players that can be played online. Players take it in turns to select a word from the 9 words given. The aim is to select all the occurrences of the same letter.
Arrange the numbers 1 to 16 into a 4 by 4 array. Choose a number. Cross out the numbers on the same row and column. Repeat this process. Add up you four numbers. Why do they always add up to 34?
This jar used to hold perfumed oil. It contained enough oil to fill granid silver bottles. Each bottle held enough to fill ozvik golden goblets and each goblet held enough to fill vaswik crystal. . . .
Can you arrange the numbers 1 to 17 in a row so that each adjacent pair adds up to a square number?
Eight children enter the autumn cross-country race at school. How many possible ways could they come in at first, second and third places?
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.
Consider the equation 1/a + 1/b + 1/c = 1 where a, b and c are natural numbers and 0 < a < b < c. Prove that there is only one set of values which satisfy this equation.
Powers of numbers behave in surprising ways. Take a look at some of these and try to explain why they are true.
I added together some of my neighbours' house numbers. Can you explain the patterns I noticed?
Write down a three-digit number Change the order of the digits to get a different number Find the difference between the two three digit numbers Follow the rest of the instructions then try. . . .
Here are three 'tricks' to amaze your friends. But the really clever trick is explaining to them why these 'tricks' are maths not magic. Like all good magicians, you should practice by trying. . . .
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Three dice are placed in a row. Find a way to turn each one so that the three numbers on top of the dice total the same as the three numbers on the front of the dice. Can you find all the ways to do. . . .
Find some triples of whole numbers a, b and c such that a^2 + b^2 + c^2 is a multiple of 4. Is it necessarily the case that a, b and c must all be even? If so, can you explain why?
You have been given nine weights, one of which is slightly heavier than the rest. Can you work out which weight is heavier in just two weighings of the balance?
I start with a red, a green and a blue marble. I can trade any of my marbles for two others, one of each colour. Can I end up with five more blue marbles than red after a number of such trades?
I start with a red, a blue, a green and a yellow marble. I can trade any of my marbles for three others, one of each colour. Can I end up with exactly two marbles of each colour?
Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.
In this 7-sandwich: 7 1 3 1 6 4 3 5 7 2 4 6 2 5 there are 7 numbers between the 7s, 6 between the 6s etc. The article shows which values of n can make n-sandwiches and which cannot.
Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?
Are these statements always true, sometimes true or never true?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. How old are the children?
Can you discover whether this is a fair game?
Use the numbers in the box below to make the base of a top-heavy pyramid whose top number is 200.
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.
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
In how many ways can you arrange three dice side by side on a surface so that the sum of the numbers on each of the four faces (top, bottom, front and back) is equal?
We have exactly 100 coins. There are five different values of coins. We have decided to buy a piece of computer software for 39.75. We have the correct money, not a penny more, not a penny less! Can. . . .