This task depends on groups working collaboratively, discussing and reasoning to agree a final product.

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?

What could the half time scores have been in these Olympic hockey matches?

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.

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?

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.

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.

Can you put the numbers from 1 to 15 on the circles so that no consecutive numbers lie anywhere along a continuous straight line?

In your bank, you have three types of coins. The number of spots shows how much they are worth. Can you choose coins to exchange with the groups given to make the same total?

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

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?

My cousin was 24 years old on Friday April 5th in 1974. On what day of the week was she born?

Number problems at primary level that require careful consideration.

How many possible necklaces can you find? And how do you know you've found them all?

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?

On a digital 24 hour clock, at certain times, all the digits are consecutive. How many times like this are there between midnight and 7 a.m.?

In this challenge, buckets come in five different sizes. If you choose some buckets, can you investigate the different ways in which they can be filled?

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?

Use the numbers and symbols to make this number sentence correct. How many different ways can you find?

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?

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

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.

An investigation that gives you the opportunity to make and justify predictions.

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?

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

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

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....?

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?

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?

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. . . .

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?

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

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

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.

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?

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

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

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

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?

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?

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

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?

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?

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?

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?

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

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?