What statements can you make about the car that passes the school gates at 11am on Monday? How will you come up with statements and test your ideas?
What can you say about the child who will be first on the playground tomorrow morning at breaktime in your school?
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?
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?
Roll two red dice and a green dice. Add the two numbers on the red dice and take away the number on the green. What are all the different possibilities that could come up?
Let's say you can only use two different lengths - 2 units and 4 units. Using just these 2 lengths as the edges how many different cuboids can you make?
Take 5 cubes of one colour and 2 of another colour. How many different ways can you join them if the 5 must touch the table and the 2 must not touch the table?
I like to walk along the cracks of the paving stones, but not the outside edge of the path itself. How many different routes can you find for me to take?
An activity making various patterns with 2 x 1 rectangular tiles.
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?
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?
Can you make these equilateral triangles fit together to cover the paper without any gaps between them? Can you tessellate isosceles triangles?
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?
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?
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.
We need to wrap up this cube-shaped present, remembering that we can have no overlaps. What shapes can you find to use?
Investigate the different ways these aliens count in this challenge. You could start by thinking about how each of them would write our number 7.
If we had 16 light bars which digital numbers could we make? How will you know you've found them all?
Here are many ideas for you to investigate - all linked with the number 2000.
What is the smallest cuboid that you can put in this box so that you cannot fit another that's the same into it?
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.
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?
How many different sets of numbers with at least four members can you find in the numbers in this box?
How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?
How many models can you find which obey these rules?
In this investigation we are going to count the number of 1s, 2s, 3s etc in numbers. Can you predict what will happen?
These pictures were made by starting with a square, finding the half-way point on each side and joining those points up. You could investigate your own starting shape.
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
Why does the tower look a different size in each of these pictures?
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?
In how many ways can you stack these rods, following the rules?
How many tiles do we need to tile these patios?
Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.
"Ip dip sky blue! Who's 'it'? It's you!" Where would you position yourself so that you are 'it' if there are two players? Three players ...?
Using different numbers of sticks, how many different triangles are you able to make? Can you make any rules about the numbers of sticks that make the most triangles?
Bernard Bagnall describes how to get more out of some favourite NRICH investigations.
How many shapes can you build from three red and two green cubes? Can you use what you've found out to predict the number for four red and two green?
If the answer's 2010, what could the question be?
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?
When Charlie asked his grandmother how old she is, he didn't get a straightforward reply! Can you work out how old she is?
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.
What is the largest cuboid you can wrap in an A3 sheet of paper?
Investigate the different ways you could split up these rooms so that you have double the number.
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?
Ana and Ross looked in a trunk in the attic. They found old cloaks and gowns, hats and masks. How many possible costumes could they make?
You cannot choose a selection of ice cream flavours that includes totally what someone has already chosen. Have a go and find all the different ways in which seven children can have ice cream.
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?
Investigate these hexagons drawn from different sized equilateral triangles.
Investigate and explain the patterns that you see from recording just the units digits of numbers in the times tables.
The ancient Egyptians were said to make right-angled triangles using a rope with twelve equal sections divided by knots. What other triangles could you make if you had a rope like this?