This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?

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

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

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

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?

In the multiplication calculation, some of the digits have been replaced by letters and others by asterisks.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

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.

Number problems at primary level that require careful consideration.

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

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?

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

How many solutions can you find to this sum? Each of the different letters stands for a different number.

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

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

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

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

Place this "worm" on the 100 square and find the total of the four squares it covers. Keeping its head in the same place, what other totals can 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?

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?

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....?

How many different triangles can you make on a circular pegboard that has nine pegs?

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?

Find out about Magic Squares in this article written for students. Why are they magic?!

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

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

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

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?

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. . . .

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.

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.

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?

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?

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

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

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.

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?

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?

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

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?

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

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