Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Trig Identity

Age 16 to 18
Challenge Level Yellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

We received several different solutions, all of which were correct and elegant.

Joshua from Bohunt Sixth Form in the UK used the cosine rule and Pythagoras's Theorem. Click to see Joshua's work.

Soumya from King's Maths School used the cosine rule and the sine rule. Click to see Soumya's work.

Click on the image to see a larger version.

Dylan from Brooke Weston in the UK derived the formulas using the unlabelled angle from the original diagram. Click to see Dylan's work.

Click on the image to see a larger version 

Nishad from Thomas Estley Community College in England split the triangles into lots of smaller right-angled triangles to prove the identities. Click to see Nishad's work.

Click on the image to see a larger version.

You may also like

A Close Match

Can you massage the parameters of these curves to make them match as closely as possible?

Prime Counter

A short challenge concerning prime numbers.

The Right Volume

Can you rotate a curve to make a volume of 1?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo