Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
An irregular tetrahedron is composed of four different triangles. Can such a tetrahedron be constructed where the side lengths are 4, 5, 6, 7, 8 and 9 units of length?
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. . . .
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?
This task, written for the National Young Mathematicians' Award 2016, involves open-topped boxes made with interlocking cubes. Explore the number of units of paint that are needed to cover the boxes. . . .
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.
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.
Is it possible to rearrange the numbers 1,2......12 around a clock face in such a way that every two numbers in adjacent positions differ by any of 3, 4 or 5 hours?
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?
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,. . . .
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 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?
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.
Here are some arrangements of circles. How many circles would I need to make the next size up for each? Can you create your own arrangement and investigate the number of circles it 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?
The triangle ABC is equilateral. The arc AB has centre C, the arc BC has centre A and the arc CA has centre B. Explain how and why this shape can roll along between two parallel tracks.
Given a 2 by 2 by 2 skeletal cube with one route `down' the cube. How many routes are there from A to B?
A standard die has the numbers 1, 2 and 3 are opposite 6, 5 and 4 respectively so that opposite faces add to 7? If you make standard dice by writing 1, 2, 3, 4, 5, 6 on blank cubes you will find. . . .
Imagine you are suspending a cube from one vertex (corner) and allowing it to hang freely. Now imagine you are lowering it into water until it is exactly half submerged. What shape does the surface. . . .
At the time of writing the hour and minute hands of my clock are at right angles. How long will it be before they are at right angles again?
Draw a pentagon with all the diagonals. This is called a pentagram. How many diagonals are there? How many diagonals are there in a hexagram, heptagram, ... Does any pattern occur when looking at. . . .
Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.
The diagram shows a very heavy kitchen cabinet. It cannot be lifted but it can be pivoted around a corner. The task is to move it, without sliding, in a series of turns about the corners so that it. . . .
Can you mark 4 points on a flat surface so that there are only two different distances between them?
Exchange the positions of the two sets of counters in the least possible number of moves
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?
A rectangular field has two posts with a ring on top of each post. There are two quarrelsome goats and plenty of ropes which you can tie to their collars. How can you secure them so they can't. . . .
In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.
For this task, you'll need an A4 sheet and two A5 transparent sheets. Decide on a way of arranging the A5 sheets on top of the A4 sheet and explore ...
An extension of noughts and crosses in which the grid is enlarged and the length of the winning line can to altered to 3, 4 or 5.
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
An activity centred around observations of dots and how we visualise number arrangement patterns.
Anne completes a circuit around a circular track in 40 seconds. Brenda runs in the opposite direction and meets Anne every 15 seconds. How long does it take Brenda to run around the track?
Can you discover whether this is a fair game?
Bilbo goes on an adventure, before arriving back home. Using the information given about his journey, can you work out where Bilbo lives?
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?
Can you make a 3x3 cube with these shapes made from small cubes?
A huge wheel is rolling past your window. What do you see?
Which hexagons tessellate?
Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?
Some puzzles requiring no knowledge of knot theory, just a careful inspection of the patterns. A glimpse of the classification of knots and a little about prime knots, crossing numbers and. . . .
Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.
A half-cube is cut into two pieces by a plane through the long diagonal and at right angles to it. Can you draw a net of these pieces? Are they identical?
A bus route has a total duration of 40 minutes. Every 10 minutes, two buses set out, one from each end. How many buses will one bus meet on its way from one end to the other end?
If you have only 40 metres of fencing available, what is the maximum area of land you can fence off?
Find a cuboid (with edges of integer values) that has a surface area of exactly 100 square units. Is there more than one? Can you find them all?
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?
Here is a solitaire type environment for you to experiment with. Which targets can you reach?
A magician took a suit of thirteen cards and held them in his hand face down. Every card he revealed had the same value as the one he had just finished spelling. How did this work?
Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps?