This article for primary teachers suggests ways in which to help children become better at working systematically.

In this article, the NRICH team describe the process of selecting solutions for publication on the site.

Number problems at primary level that require careful consideration.

Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?

Can you work out some different ways to balance this equation?

What happens when you round these three-digit numbers to the nearest 100?

Can you replace the letters with numbers? Is there only one solution in each case?

How could you put these three beads into bags? How many different ways can you do it? How could you record what you've done?

In the multiplication calculation, some of the digits have been replaced by letters and others by asterisks. Can you reconstruct the original multiplication?

This multiplication uses each of the digits 0 - 9 once and once only. Using the information given, can you replace the stars in the calculation with figures?

Use two dice to generate two numbers with one decimal place. What happens when you round these numbers to the nearest whole number?

Can you find the chosen number from the grid using the clues?

What two-digit numbers can you make with these two dice? What can't you make?

What do the digits in the number fifteen add up to? How many other numbers have digits with the same total but no zeros?

If you put three beads onto a tens/ones abacus you could make the numbers 3, 30, 12 or 21. What numbers can be made with six beads?

This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.

The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.

Have a go at balancing this equation. Can you find different ways of doing it?

This practical challenge invites you to investigate the different squares you can make on a square geoboard or pegboard.

Tim had nine cards each with a different number from 1 to 9 on it. How could he have put them into three piles so that the total in each pile was 15?

Katie had a pack of 20 cards numbered from 1 to 20. She arranged the cards into 6 unequal piles where each pile added to the same total. What was the total and how could this be done?

Can you work out how to balance this equaliser? You can put more than one weight on a hook.

Is it possible to place 2 counters on the 3 by 3 grid so that there is an even number of counters in every row and every column? How about if you have 3 counters or 4 counters or....?

Are all the possible combinations of two shapes included in this set of 27 cards? How do you know?

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

Zumf makes spectacles for the residents of the planet Zargon, who have either 3 eyes or 4 eyes. How many lenses will Zumf need to make all the different orders for 9 families?

Place the numbers 1 to 6 in the circles so that each number is the difference between the two numbers just below it.

Use these head, body and leg pieces to make Robot Monsters which are different heights.

How can you put five cereal packets together to make different shapes if you must put them face-to-face?

Frances and Rishi were given a bag of lollies. They shared them out evenly and had one left over. How many lollies could there have been in the bag?

Here are some rods that are different colours. How could I make a dark green rod using yellow and white rods?

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?

There were chews for 2p, mini eggs for 3p, Chocko bars for 5p and lollypops for 7p in the sweet shop. What could each of the children buy with their money?

An investigation that gives you the opportunity to make and justify predictions.

Can you make dice stairs using the rules stated? How do you know you have all the possible stairs?

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?

This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.

Move from the START to the FINISH by moving across or down to the next square. Can you find a route to make these totals?

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?

Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?

Alice's mum needs to go to each child's house just once and then back home again. How many different routes are there? Use the information to find out how long each road is on the route she took.

Can you make a train the same length as Laura's but using three differently coloured rods? Is there only one way of doing it?

You have two egg timers. One takes 4 minutes exactly to empty and the other takes 7 minutes. What times in whole minutes can you measure and how?

Can you find all the different ways of lining up these Cuisenaire rods?

In this maze of hexagons, you start in the centre at 0. The next hexagon must be a multiple of 2 and the next a multiple of 5. What are the possible paths you could take?

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