Problem solving is at the heart of the NRICH site. All the problems
give learners opportunities to learn, develop or use mathematical
concepts and skills. Read here for more information.
We're excited about this new program for drawing beautiful mathematical designs. Can you work out how we made our first few pictures and, even better, share your most elegant solutions with us?
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.
Can you see who the gold medal winner is? What about the silver medal winner and the bronze medal winner?
A particular technique for solving Sudoku puzzles, known as "naked pair", is explained in this easy-to-read article.
60 pieces and a challenge. What can you make and how many of the
pieces can you use creating skeleton polyhedra?
A Sudoku with clues given as sums of entries.
Arrange the digits 1, 1, 2, 2, 3 and 3 so that between the two 1's
there is one digit, between the two 2's there are two digits, and
between the two 3's there are three digits.
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?
Find out about Magic Squares in this article written for students. Why are they magic?!
Make your own double-sided magic square. But can you complete both
sides once you've made the pieces?
This challenge extends the Plants investigation so now four or more children are involved.
Follow the clues to find the mystery number.
This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.
This challenging activity involves finding different ways to distribute fifteen items among four sets, when the sets must include three, four, five and six items.
If these elves wear a different outfit every day for as many days
as possible, how many days can their fun last?
Can you order pictures of the development of a frog from frogspawn
and of a bean seed growing into a plant?
Use the clues to work out which cities Mohamed, Sheng, Tanya and
Bharat live in.
Can you find which shapes you need to put into the grid to make the
totals at the end of each row and the bottom of each column?
Use the information to describe these marbles. What colours must be
on marbles that sparkle when rolling but are dark inside?
Seven friends went to a fun fair with lots of scary rides. They
decided to pair up for rides until each friend had ridden once with
each of the others. What was the total number rides?
The NRICH team are always looking for new ways to engage teachers
and pupils in problem solving. Here we explain the thinking behind
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.
Make a pair of cubes that can be moved to show all the days of the
month from the 1st to the 31st.
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. . . .
Can you use the information to find out which cards I have used?
Solve this Sudoku puzzle whose clues are in the form of sums of the
numbers which should appear in diagonal opposite cells.
How many solutions can you find to this sum? Each of the different letters stands for a different number.
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?
What happens when you add three numbers together? Will your answer be odd or even? How do you know?
In this article, the NRICH team describe the process of selecting solutions for publication on the site.
My local DIY shop calculates the price of its windows according to the area of glass and the length of frame used. Can you work out how they arrived at these prices?
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?
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?
Use the interactivity to help get a feel for this problem and to find out all the possible ways the balls could land.
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
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?
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?
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
Arrange the four number cards on the grid, according to the rules,
to make a diagonal, vertical or horizontal line.
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?
There is a clock-face where the numbers have become all mixed up. Can you find out where all the numbers have got to from these ten statements?
Ram divided 15 pennies among four small bags. He could then pay any sum of money from 1p to 15p without opening any bag. How many pennies did Ram put in each bag?
How many different triangles can you make on a circular pegboard that has nine pegs?
Can you find the chosen number from the grid using the clues?
Find out what a "fault-free" rectangle is and try to make some of
Can you work out how to balance this equaliser? You can put more
than one weight on a hook.
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?
Place the numbers 1 to 6 in the circles so that each number is the
difference between the two numbers just below it.