Explain why, when moving heavy objects on rollers, the object moves twice as fast as the rollers. Try a similar experiment yourself.

Investigate circuits and record your findings in this simple introduction to truth tables and logic.

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.

Fractional calculus is a generalisation of ordinary calculus where you can differentiate n times when n is not a whole number.

Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.

The diagram shows a regular pentagon with sides of unit length. Find all the angles in the diagram. Prove that the quadrilateral shown in red is a rhombus.

Here is a proof of Euler's formula in the plane and on a sphere together with projects to explore cases of the formula for a polygon with holes, for the torus and other solids with holes and the. . . .

Toni Beardon has chosen this article introducing a rich area for practical exploration and discovery in 3D geometry

Some diagrammatic 'proofs' of algebraic identities and inequalities.

Prove that the shaded area of the semicircle is equal to the area of the inner circle.

Prove Pythagoras' Theorem using enlargements and scale factors.

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.

Take any rectangle ABCD such that AB > BC. The point P is on AB and Q is on CD. Show that there is exactly one position of P and Q such that APCQ is a rhombus.

Imagine two identical cylindrical pipes meeting at right angles and think about the shape of the space which belongs to both pipes. Early Chinese mathematicians call this shape the mouhefanggai.

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.

Can you convince me of each of the following: If a square number is multiplied by a square number the product is ALWAYS a square number...

Investigate the number of points with integer coordinates on circles with centres at the origin for which the square of the radius is a power of 5.

ABCD is a square. P is the midpoint of AB and is joined to C. A line from D perpendicular to PC meets the line at the point Q. Prove AQ = AD.

A composite number is one that is neither prime nor 1. Show that 10201 is composite in any base.

Kyle and his teacher disagree about his test score - who is right?

We continue the discussion given in Euclid's Algorithm I, and here we shall discover when an equation of the form ax+by=c has no solutions, and when it has infinitely many solutions.

Prove that, given any three parallel lines, an equilateral triangle always exists with one vertex on each of the three lines.

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.

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?

Take any prime number greater than 3 , square it and subtract one. Working on the building blocks will help you to explain what is special about your results.

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!

This is the second article on right-angled triangles whose edge lengths are whole numbers.

When if ever do you get the right answer if you add two fractions by adding the numerators and adding the denominators?

This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.

Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.

In this article we show that every whole number can be written as a continued fraction of the form k/(1+k/(1+k/...)).

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. . . .

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.

Peter Zimmerman, a Year 13 student at Mill Hill County High School in Barnet, London wrote this account of modulus arithmetic.

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.

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.

Patterns that repeat in a line are strangely interesting. How many types are there and how do you tell one type from another?

Semicircles are drawn on the sides of a rectangle. Prove that the sum of the areas of the four crescents is equal to the area of the rectangle.

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. . . .

Take any two numbers between 0 and 1. Prove that the sum of the numbers is always less than one plus their product?

The twelve edge totals of a standard six-sided die are distributed symmetrically. Will the same symmetry emerge with a dodecahedral die?

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.

Starting with one of the mini-challenges, how many of the other mini-challenges will you invent for yourself?