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.

I found these clocks in the Arts Centre at the University of Warwick intriguing - do they really need four clocks and what times would be ambiguous with only two or three of them?

Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?

Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?

Can you shunt the trucks so that the Cattle truck and the Sheep truck change places and the Engine is back on the main line?

A cheap and simple toy with lots of mathematics. Can you interpret the images that are produced? Can you predict the pattern that will be produced using different wheels?

What happens when you try and fit the triomino pieces into these two grids?

A game for 2 people. Take turns joining two dots, until your opponent is unable to move.

This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the. . . .

10 space travellers are waiting to board their spaceships. There are two rows of seats in the waiting room. Using the rules, where are they all sitting? Can you find all the possible ways?

Swap the stars with the moons, using only knights' moves (as on a chess board). What is the smallest number of moves possible?

On the graph there are 28 marked points. These points all mark the vertices (corners) of eight hidden squares. Can you find the eight hidden squares?

A package contains a set of resources designed to develop pupils' mathematical thinking. This package places a particular emphasis on “visualising” and is designed to meet the needs. . . .

Here you see the front and back views of a dodecahedron. Each vertex has been numbered so that the numbers around each pentagonal face add up to 65. Can you find all the missing numbers?

What is the best way to shunt these carriages so that each train can continue its journey?

Take a rectangle of paper and fold it in half, and half again, to make four smaller rectangles. How many different ways can you fold it up?

The image in this problem is part of a piece of equipment found in the playground of a school. How would you describe it to someone over the phone?

Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.

This article for teachers discusses examples of problems in which there is no obvious method but in which children can be encouraged to think deeply about the context and extend their ability to. . . .

If you split the square into these two pieces, it is possible to fit the pieces together again to make a new shape. How many new shapes can you make?

Use the three triangles to fill these outline shapes. Perhaps you can create some of your own shapes for a friend to fill?

A game for 2 players. Can be played online. One player has 1 red counter, the other has 4 blue. The red counter needs to reach the other side, and the blue needs to trap the red.

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.

Players take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.

Start with a large square, join the midpoints of its sides, you'll see four right angled triangles. Remove these triangles, a second square is left. Repeat the operation. What happens?

These are pictures of the sea defences at New Brighton. Can you work out what a basic shape might be in both images of the sea wall and work out a way they might fit together?

We start with one yellow cube and build around it to make a 3x3x3 cube with red cubes. Then we build around that red cube with blue cubes and so on. How many cubes of each colour have we used?

Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.

This article for teachers describes how modelling number properties involving multiplication using an array of objects not only allows children to represent their thinking with concrete materials,. . . .

Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.

In how many ways can you fit two of these yellow triangles together? Can you predict the number of ways two blue triangles can be fitted together?

What is the shape of wrapping paper that you would need to completely wrap this model?

Can you find a way of representing these arrangements of balls?

Building up a simple Celtic knot. Try the interactivity or download the cards or have a go on squared paper.

We're excited about this new program for drawing beautiful mathematical designs. Can you work out how we made our first few pictures and, even better, share your most elegant solutions with us?

Can you predict when you'll be clapping and when you'll be clicking if you start this rhythm? How about when a friend begins a new rhythm at the same time?

Imagine a pyramid which is built in square layers of small cubes. If we number the cubes from the top, starting with 1, can you picture which cubes are directly below this first cube?

This article is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view. . . .

This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.

In a square in which the houses are evenly spaced, numbers 3 and 10 are opposite each other. What is the smallest and what is the largest possible number of houses in the square?

Square It game for an adult and child. Can you come up with a way of always winning this game?

Hover your mouse over the counters to see which ones will be removed. Click to remover them. The winner is the last one to remove a counter. How you can make sure you win?

Find your way through the grid starting at 2 and following these operations. What number do you end on?

What can you see? What do you notice? What questions can you ask?

Make one big triangle so the numbers that touch on the small triangles add to 10. You could use the interactivity to help you.

This challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.

Billy's class had a robot called Fred who could draw with chalk held underneath him. What shapes did the pupils make Fred draw?

These points all mark the vertices (corners) of ten hidden squares. Can you find the 10 hidden squares?