What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?
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.
With one cut a piece of card 16 cm by 9 cm can be made into two pieces which can be rearranged to form a square 12 cm by 12 cm. Explain how this can be done.
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?
It's easy to work out the areas of most squares that we meet, but what if they were tilted?
What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?
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. . . .
If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.
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?
First of all, pick the number of times a week that you would like to eat chocolate. Multiply this number by 2...
Can you find a general rule for finding the areas of equilateral triangles drawn on an isometric grid?
Polygons drawn on square dotty paper have dots on their perimeter (p) and often internal (i) ones as well. Find a relationship between p, i and the area of the polygons.
Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?
A red square and a blue square overlap so that the corner of the red square rests on the centre of the blue square. Show that, whatever the orientation of the red square, it covers a quarter of the. . . .
Explore the area of families of parallelograms and triangles. Can you find rules to work out the areas?
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.
If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable. Decide which of these diagrams are traversable.
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.
Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?
The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?
Can you use the diagram to prove the AM-GM inequality?
An account of some magic squares and their properties and and how to construct them for yourself.
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.
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. . . .
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?
What is the total number of squares that can be made on a 5 by 5 geoboard?
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?
Charlie has moved between countries and the average income of both has increased. How can this be so?
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
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?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Can you find the values at the vertices when you know the values on the edges?
It would be nice to have a strategy for disentangling any tangled ropes...
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?
This task encourages you to investigate the number of edging pieces and panes in different sized windows.
Can you see how to build a harmonic triangle? Can you work out the next two rows?
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?”
A collection of games on the NIM theme
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.
A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.
A game for 2 players
A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?
Start with two numbers and generate a sequence where the next number is the mean of the last two numbers...
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
If you have a large supply of 3kg and 8kg weights, how many of each would you need for the average (mean) of the weights to be 6kg?
Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?
Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?