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.

A particular technique for solving Sudoku puzzles, known as "naked pair", is explained in this easy-to-read article.

Can you see who the gold medal winner is? What about the silver medal winner and the bronze medal winner?

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

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

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.

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

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?

Can you order pictures of the development of a frog from frogspawn and of a bean seed growing into a plant?

A Sudoku with clues given as sums of entries.

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

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?

Use the information to describe these marbles. What colours must be on marbles that sparkle when rolling but are dark inside?

What happens when you add three numbers together? Will your answer be odd or even? How do you know?

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

60 pieces and a challenge. What can you make and how many of the pieces can you use creating skeleton polyhedra?

If these elves wear a different outfit every day for as many days as possible, how many days can their fun last?

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

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?

Use the clues to work out which cities Mohamed, Sheng, Tanya and Bharat live in.

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?

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.

Tim's class collected data about all their pets. Can you put the animal names under each column in the block graph using the information?

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.

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.

First Connect Three game for an adult and child. Use the dice numbers and either addition or subtraction to get three numbers in a straight line.

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

Place the 16 different combinations of cup/saucer in this 4 by 4 arrangement so that no row or column contains more than one cup or saucer of the same colour.

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.

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

Can you put the 25 coloured tiles into the 5 x 5 square so that no column, no row and no diagonal line have tiles of the same colour in them?

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.

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?

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.

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. . . .

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?

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

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?

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?

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

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 10 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?

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

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