In this section from a calendar, put a square box around the 1st, 2nd, 8th and 9th. Add all the pairs of numbers. What do you notice about the answers?

Can you find out how the 6-triangle shape is transformed in these tessellations? Will the tessellations go on for ever? Why or why not?

The red ring is inside the blue ring in this picture. Can you rearrange the rings in different ways? Perhaps you can overlap them or put one outside another?

Investigate these hexagons drawn from different sized equilateral triangles.

This problem is intended to get children to look really hard at something they will see many times in the next few months.

Explore ways of colouring this set of triangles. Can you make symmetrical patterns?

If I use 12 green tiles to represent my lawn, how many different ways could I arrange them? How many border tiles would I need each time?

EWWNP means Exploring Wild and Wonderful Number Patterns Created by Yourself! Investigate what happens if we create number patterns using some simple rules.

Investigate what happens when you add house numbers along a street in different ways.

Which times on a digital clock have a line of symmetry? Which look the same upside-down? You might like to try this investigation and find out!

Investigate the numbers that come up on a die as you roll it in the direction of north, south, east and west, without going over the path it's already made.

Here is your chance to investigate the number 28 using shapes, cubes ... in fact anything at all.

How many different sets of numbers with at least four members can you find in the numbers in this box?

Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total.

Explore Alex's number plumber. What questions would you like to ask? Don't forget to keep visiting NRICH projects site for the latest developments and questions.

There are ten children in Becky's group. Can you find a set of numbers for each of them? Are there any other sets?

Bernard Bagnall describes how to get more out of some favourite NRICH investigations.

Well now, what would happen if we lost all the nines in our number system? Have a go at writing the numbers out in this way and have a look at the multiplications table.

Follow the directions for circling numbers in the matrix. Add all the circled numbers together. Note your answer. Try again with a different starting number. What do you notice?

Investigate all the different squares you can make on this 5 by 5 grid by making your starting side go from the bottom left hand point. Can you find out the areas of all these squares?

48 is called an abundant number because it is less than the sum of its factors (without itself). Can you find some more abundant numbers?

In this investigation, you are challenged to make mobile phone numbers which are easy to remember. What happens if you make a sequence adding 2 each time?

What is the smallest number of tiles needed to tile this patio? Can you investigate patios of different sizes?

Suppose we allow ourselves to use three numbers less than 10 and multiply them together. How many different products can you find? How do you know you've got them all?

Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?

This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!

An activity making various patterns with 2 x 1 rectangular tiles.

In my local town there are three supermarkets which each has a special deal on some products. If you bought all your shopping in one shop, where would be the cheapest?

Can you make these equilateral triangles fit together to cover the paper without any gaps between them? Can you tessellate isosceles triangles?

These caterpillars have 16 parts. What different shapes do they make if each part lies in the small squares of a 4 by 4 square?

Investigate the area of 'slices' cut off this cube of cheese. What would happen if you had different-sized block of cheese to start with?

Here are many ideas for you to investigate - all linked with the number 2000.

What happens when you add the digits of a number then multiply the result by 2 and you keep doing this? You could try for different numbers and different rules.

How could you put eight beanbags in the hoops so that there are four in the blue hoop, five in the red and six in the yellow? Can you find all the ways of doing this?

This activity asks you to collect information about the birds you see in the garden. Are there patterns in the data or do the birds seem to visit randomly?

In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square?

Write the numbers up to 64 in an interesting way so that the shape they make at the end is interesting, different, more exciting ... than just a square.

Complete these two jigsaws then put one on top of the other. What happens when you add the 'touching' numbers? What happens when you change the position of the jigsaws?

Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.

Place this "worm" on the 100 square and find the total of the four squares it covers. Keeping its head in the same place, what other totals can you make?

This challenge asks you to investigate the total number of cards that would be sent if four children send one to all three others. How many would be sent if there were five children? Six?

While we were sorting some papers we found 3 strange sheets which seemed to come from small books but there were page numbers at the foot of each page. Did the pages come from the same book?

Let's suppose that you are going to have a magazine which has 16 pages of A5 size. Can you find some different ways to make these pages? Investigate the pattern for each if you number the pages.

Suppose there is a train with 24 carriages which are going to be put together to make up some new trains. Can you find all the ways that this can be done?

Can you design a new shape for the twenty-eight squares and arrange the numbers in a logical way? What patterns do you notice?

Why does the tower look a different size in each of these pictures?

Take a look at these data collected by children in 1986 as part of the Domesday Project. What do they tell you? What do you think about the way they are presented?

Start with four numbers at the corners of a square and put the total of two corners in the middle of that side. Keep going... Can you estimate what the size of the last four numbers will be?