Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?

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

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.

If for any triangle ABC tan(A - B) + tan(B - C) + tan(C - A) = 0 what can you say about the triangle?

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?

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

Jo made a cube from some smaller cubes, painted some of the faces of the large cube, and then took it apart again. 45 small cubes had no paint on them at all. How many small cubes did Jo use?

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.

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.

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?”

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?

Generalise the sum of a GP by using derivatives to make the coefficients into powers of the natural numbers.

Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.

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. . . .

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.

Beautiful mathematics. Two 18 year old students gave eight different proofs of one result then generalised it from the 3 by 1 case to the n by 1 case and proved the general result.

Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?

A game for 2 players with similarities 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.

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.

The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?

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. . . .

Your data is a set of positive numbers. What is the maximum value that the standard deviation can take?

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.

To avoid losing think of another very well known game where the patterns of play are similar.

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

What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =

It would be nice to have a strategy for disentangling any tangled ropes...

Can you find the values at the vertices when you know the values on the edges?

What is the total number of squares that can be made on a 5 by 5 geoboard?

Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.

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.

For which values of n is the Fibonacci number fn even? Which Fibonnaci numbers are divisible by 3?

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?

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.

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.

What is the value of the integers a and b where sqrt(8-4sqrt3) = sqrt a - sqrt b?

An account of some magic squares and their properties and and how to construct them for yourself.

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.

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?

Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?

Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?

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.

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?