Ben and his mum are planting garlic. Use the interactivity to help you find out how many cloves of garlic they might have had.

The idea of this game is to add or subtract the two numbers on the dice and cover the result on the grid, trying to get a line of three. Are there some numbers that are good to aim for?

What do the numbers shaded in blue on this hundred square have in common? What do you notice about the pink numbers? How about the shaded numbers in the other squares?

In how many ways could Mrs Beeswax put ten coins into her three puddings so that each pudding ended up with at least two coins?

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?

A package contains a set of resources designed to develop students’ mathematical thinking. This package places a particular emphasis on “being systematic” and is designed to meet. . . .

Place the numbers 1 to 8 in the circles so that no consecutive numbers are joined by a line.

Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.

Can you rearrange the biscuits on the plates so that the three biscuits on each plate are all different and there is no plate with two biscuits the same as two biscuits on another plate?

Exactly 195 digits have been used to number the pages in a book. How many pages does the book have?

Solve this Sudoku puzzle whose clues are in the form of sums of the numbers which should appear in diagonal opposite cells.

A game for 2 people. Take turns placing a counter on the star. You win when you have completed a line of 3 in your colour.

Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?

This article for teachers describes several games, found on the site, all of which have a related structure that can be used to develop the skills of strategic planning.

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.

There is a long tradition of creating mazes throughout history and across the world. This article gives details of mazes you can visit and those that you can tackle on paper.

How many trains can you make which are the same length as Matt's, using rods that are identical?

Try this matching game which will help you recognise different ways of saying the same time interval.

Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.

In this matching game, you have to decide how long different events take.

This challenge is about finding the difference between numbers which have the same tens digit.

Find the sum and difference between a pair of two-digit numbers. Now find the sum and difference between the sum and difference! What happens?

This challenge focuses on finding the sum and difference of pairs of two-digit numbers.

This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.

In this problem it is not the squares that jump, you do the jumping! The idea is to go round the track in as few jumps as possible.

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?

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

Try out the lottery that is played in a far-away land. What is the chance of winning?

How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?

This cube has ink on each face which leaves marks on paper as it is rolled. Can you work out what is on each face and the route it has taken?

Find out what a "fault-free" rectangle is and try to make some of your own.

Investigate the smallest number of moves it takes to turn these mats upside-down if you can only turn exactly three at a time.

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?

Look carefully at the numbers. What do you notice? Can you make another square using the numbers 1 to 16, that displays the same properties?

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?

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

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

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?

Can you help the children find the two triangles which have the lengths of two sides numerically equal to their areas?

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?

I was in my car when I noticed a line of four cars on the lane next to me with number plates starting and ending with J, K, L and M. What order were they in?

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.

Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.

George and Jim want to buy a chocolate bar. George needs 2p more and Jim need 50p more to buy it. How much is the chocolate bar?

How many triangles can you make using sticks that are 3cm, 4cm and 5cm long?

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?

These eleven shapes each stand for a different number. Can you use the multiplication sums to work out what they are?

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

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?