This article for primary teachers suggests ways in which to help children become better at working systematically.
Can you work out some different ways to balance this equation?
Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?
Can you find the chosen number from the grid using the clues?
Number problems at primary level that require careful consideration.
Use two dice to generate two numbers with one decimal place. What happens when you round these numbers to the nearest whole number?
What happens when you round these three-digit numbers to the nearest 100?
Can you substitute numbers for the letters in these sums?
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?
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 this article, the NRICH team describe the process of selecting solutions for publication on the site.
Follow the clues to find the mystery number.
In the multiplication calculation, some of the digits have been replaced by letters and others by asterisks. Can you reconstruct the original multiplication?
Can you replace the letters with numbers? Is there only one solution in each case?
Have a go at balancing this equation. Can you find different ways of doing it?
What two-digit numbers can you make with these two dice? What can't you make?
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.
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
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?
What do the digits in the number fifteen add up to? How many other numbers have digits with the same total but no zeros?
Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total.
This practical challenge invites you to investigate the different squares you can make on a square geoboard or pegboard.
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 put the numbers 1-5 in the V shape so that both 'arms' have the same total?
Here are some rods that are different colours. How could I make a dark green rod using yellow and white rods?
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....?
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?
Place the numbers 1 to 6 in the circles so that each number is the difference between the two numbers just below it.
Are all the possible combinations of two shapes included in this set of 27 cards? How do you know?
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?
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?
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?
This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?
An investigation that gives you the opportunity to make and justify predictions.
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?
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?
Can you find all the different ways of lining up these Cuisenaire rods?
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
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?
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?
Use the interactivity to help get a feel for this problem and to find out all the possible ways the balls could land.
Can you make dice stairs using the rules stated? How do you know you have all the possible stairs?
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?
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?
This task, written for the National Young Mathematicians' Award 2016, invites you to explore the different combinations of scores that you might get on these dart boards.
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?
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.
Use the clues to find out who's who in the family, to fill in the family tree and to find out which of the family members are mathematicians and which are not.
Chandra, Jane, Terry and Harry ordered their lunches from the sandwich shop. Use the information below to find out who ordered each sandwich.