Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?

Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?

Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?

The picture illustrates the sum 1 + 2 + 3 + 4 = (4 x 5)/2. Prove the general formula for the sum of the first n natural numbers and the formula for the sum of the cubes of the first n natural. . . .

Three frogs hopped onto the table. A red frog on the left a green in the middle and a blue frog on the right. Then frogs started jumping randomly over any adjacent frog. Is it possible for them to. . . .

Watch these videos to see how Phoebe, Alice and Luke chose to draw 7 squares. How would they draw 100?

Can you find a rule which connects consecutive triangular numbers?

Can you find a rule which relates triangular numbers to square numbers?

Show that all pentagonal numbers are one third of a triangular number.

Place a red counter in the top left corner of a 4x4 array, which is covered by 14 other smaller counters, leaving a gap in the bottom right hand corner (HOME). What is the smallest number of moves. . . .

Find all the ways to cut out a 'net' of six squares that can be folded into a cube.

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 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.

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

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?

The whole set of tiles is used to make a square. This has a green and blue border. There are no green or blue tiles anywhere in the square except on this border. How many tiles are there in the set?

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. . . .

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?

To avoid losing think of another very well known game where the patterns of play are similar.

The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?

Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

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. . . .

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?

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. . . .

If you move the tiles around, can you make squares with different coloured edges?

How many winning lines can you make in a three-dimensional version of noughts and crosses?

If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable. Decide which of these diagrams are traversable.

Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.

Can you see how this picture illustrates the formula for the sum of the first six cube numbers?

The triangle OMN has vertices on the axes with whole number co-ordinates. How many points with whole number coordinates are there on the hypotenuse MN?

What would be the smallest number of moves needed to move a Knight from a chess set from one corner to the opposite corner of a 99 by 99 square board?

Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?

Jo made a cube from some smaller cubes, painted some of the faces of the large cube, and then took it apart again. 45 small cubes had no paint on them at all. How many small cubes did Jo use?

Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.

A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?

We are given a regular icosahedron having three red vertices. Show that it has a vertex that has at least two red neighbours.

Can you describe this route to infinity? Where will the arrows take you next?

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.

What happens to the perimeter of triangle ABC as the two smaller circles change size and roll around inside the bigger circle?

Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?

Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?

Can you dissect a square into: 4, 7, 10, 13... other squares? 6, 9, 12, 15... other squares? 8, 11, 14... other squares?

How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?