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

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

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

Here are four cubes joined together. How many other arrangements of four cubes can you find? Can you draw them on dotty paper?

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 use the information to find out which cards I have used?

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

Choose four different digits from 1-9 and put one in each box so that the resulting four two-digit numbers add to a total of 100.

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?

How many models can you find which obey these rules?

Using all ten cards from 0 to 9, rearrange them to make five prime numbers. Can you find any other ways of doing it?

Ten cards are put into five envelopes so that there are two cards in each envelope. The sum of the numbers inside it is written on each envelope. What numbers could be inside the envelopes?

How could you arrange at least two dice in a stack so that the total of the visible spots is 18?

This challenge is to design different step arrangements, which must go along a distance of 6 on the steps and must end up at 6 high.

When you throw two regular, six-faced dice you have more chance of getting one particular result than any other. What result would that be? Why is this?

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

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?

Take three differently coloured blocks - maybe red, yellow and blue. Make a tower using one of each colour. How many different towers can you make?

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?

Penta people, the Pentominoes, always build their houses from five square rooms. I wonder how many different Penta homes you can create?

Arrange 9 red cubes, 9 blue cubes and 9 yellow cubes into a large 3 by 3 cube. No row or column of cubes must contain two cubes of the same colour.

Roll two red dice and a green dice. Add the two numbers on the red dice and take away the number on the green. What are all the different possibilities that could come up?

Kate has eight multilink cubes. She has two red ones, two yellow, two green and two blue. She wants to fit them together to make a cube so that each colour shows on each face just once.

How can you arrange the 5 cubes so that you need the smallest number of Brush Loads of paint to cover them? Try with other numbers of cubes as well.

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?

Take 5 cubes of one colour and 2 of another colour. How many different ways can you join them if the 5 must touch the table and the 2 must not touch the table?

If you had 36 cubes, what different cuboids could you make?

These two group activities use mathematical reasoning - one is numerical, one geometric.

Find all the numbers that can be made by adding the dots on two dice.

If you had any number of ordinary dice, what are the possible ways of making their totals 6? What would the product of the dice be each time?

In this investigation, you must try to make houses using cubes. If the base must not spill over 4 squares and you have 7 cubes which stand for 7 rooms, what different designs can you come up with?

Using the cards 2, 4, 6, 8, +, - and =, what number statements can 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.

When intergalactic Wag Worms are born they look just like a cube. Each year they grow another cube in any direction. Find all the shapes that five-year-old Wag Worms can be.

Suppose there is a train with 24 carriages which are going to be put together to make up some new trains. Can you find all the ways that this can be done?

This dice train has been made using specific rules. How many different trains can you make?

A thoughtful shepherd used bales of straw to protect the area around his lambs. Explore how you can arrange the bales.

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

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

Use the interactivity to help get a feel for this problem and to find out all the possible ways the balls could land.

Number problems at primary level that require careful consideration.

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?

During the third hour after midnight the hands on a clock point in the same direction (so one hand is over the top of the other). At what time, to the nearest second, does this happen?

Place the numbers 1 to 10 in the circles so that each number is the difference between the two numbers just below it.

Make your own double-sided magic square. But can you complete both sides once you've made the pieces?

There are 78 prisoners in a square cell block of twelve cells. The clever prison warder arranged them so there were 25 along each wall of the prison block. How did he do it?

Can you fill in the empty boxes in the grid with the right shape and colour?

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