A player has probability 0.4 of winning a single game. What is his probability of winning a 'best of 15 games' tournament?

You have two bags, four red balls and four white balls. You must put all the balls in the bags although you are allowed to have one bag empty. How should you distribute the balls between the two. . . .

In four years 2001 to 2004 Arsenal have been drawn against Chelsea in the FA cup and have beaten Chelsea every time. What was the probability of this? Lots of fractions in the calculations!

To win on a scratch card you have to uncover three numbers that add up to more than fifteen. What is the probability of winning a prize?

How is the length of time between the birth of an animal and the birth of its great great ... great grandparent distributed?

Edward Wallace based his A Level Statistics Project on The Mean Game. Each picks 2 numbers. The winner is the player who picks a number closest to the mean of all the numbers picked.

An advanced mathematical exploration supporting our series of articles on population dynamics for advanced students.

Third in our series of problems on population dynamics for advanced students.

Fourth in our series of problems on population dynamics for advanced students.

Fifth in our series of problems on population dynamics for advanced students.

Sixth in our series of problems on population dynamics for advanced students.

See how differential equations might be used to make a realistic model of a system containing predators and their prey.

First in our series of problems on population dynamics for advanced students.

An advanced mathematical exploration supporting our series of articles on population dynamics for advanced students.

Look at the calculus behind the simple act of a car going over a step.

This problem opens a major sequence of activities on the mathematics of population dynamics for advanced students.

This is our collection of tasks on the mathematical theme of 'Population Dynamics' for advanced students and those interested in mathematical modelling.

chemNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of chemistry, designed to help develop the mathematics required to get the most from your study. . . .

Simple models which help us to investigate how epidemics grow and die out.

bioNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of the biological sciences, designed to help develop the mathematics required to get the most from your. . . .

PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics

engNRICH is the area of the stemNRICH Advanced site devoted to the mathematics underlying the study of engineering

Work in groups to try to create the best approximations to these physical quantities.

See how the motion of the simple pendulum is not-so-simple after all.

Second in our series of problems on population dynamics for advanced students.

How do scores on dice and factors of polynomials relate to each other?

Why MUST these statistical statements probably be at least a little bit wrong?

An article demonstrating mathematically how various physical modelling assumptions affect the solution to the seemingly simple problem of the projectile.

This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels

How many eggs should a bird lay to maximise the number of chicks that will hatch? An introduction to optimisation.

This article explains the concepts involved in scientific mathematical computing. It will be very useful and interesting to anyone interested in computer programming or mathematics.

How do these modelling assumption affect the solutions?

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

How do you write a computer program that creates the illusion of stretching elastic bands between pegs of a Geoboard? The answer contains some surprising mathematics.

Invent scenarios which would give rise to these probability density functions.

Given the graph of a supply network and the maximum capacity for flow in each section find the maximum flow across the network.

PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics

This is about a fiendishly difficult jigsaw and how to solve it using a computer program.

An account of how mathematics is used in computer games including geometry, vectors, transformations, 3D graphics, graph theory and simulations.

Bricks are 20cm long and 10cm high. How high could an arch be built without mortar on a flat horizontal surface, to overhang by 1 metre? How big an overhang is it possible to make like this?

The probability that a passenger books a flight and does not turn up is 0.05. For an aeroplane with 400 seats how many tickets can be sold so that only 1% of flights are over-booked?

Can you suggest a curve to fit some experimental data? Can you work out where the data might have come from?

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.

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

The shortest path between any two points on a snooker table is the straight line between them but what if the ball must bounce off one wall, or 2 walls, or 3 walls?

This article for students introduces the idea of naming knots using numbers. You'll need some paper and something to write with handy!

In this article for teachers, Alan Parr looks at ways that mathematics teaching and learning can start from the useful and interesting things can we do with the subject, including. . . .

Fancy a game of cricket? Here is a mathematical version you can play indoors without breaking any windows.

Formulate and investigate a simple mathematical model for the design of a table mat.

A car is travelling along a dual carriageway at constant speed. Every 3 minutes a bus passes going in the opposite direction, while every 6 minutes a bus passes the car travelling in the same. . . .