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?

Can you recreate these designs? What are the basic units? What movement is required between each unit? Some elegant use of procedures will help - variables not essential.

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.

Charlie and Abi put a counter on 42. They wondered if they could visit all the other numbers on their 1-100 board, moving the counter using just these two operations: x2 and -5. What do you think?

Five numbers added together in pairs produce: 0, 2, 4, 4, 6, 8, 9, 11, 13, 15 What are the five numbers?

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.

Imagine a stack of numbered cards with one on top. Discard the top, put the next card to the bottom and repeat continuously. Can you predict the last card?

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

Pentagram Pylons - can you elegantly recreate them? Or, the European flag in LOGO - what poses the greater problem?

If you have only 40 metres of fencing available, what is the maximum area of land you can fence off?

Use the interactivity to listen to the bells ringing a pattern. Now it's your turn! Play one of the bells yourself. How do you know when it is your turn to ring?

Remember that you want someone following behind you to see where you went. Can yo work out how these patterns were created and recreate them?

Move your counters through this snake of cards and see how far you can go. Are you surprised by where you end up?

Explore this how this program produces the sequences it does. What are you controlling when you change the values of the variables?

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.

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.

Use the interactivity to play two of the bells in a pattern. How do you know when it is your turn to ring, and how do you know which bell to ring?

It is possible to identify a particular card out of a pack of 15 with the use of some mathematical reasoning. What is this reasoning and can it be applied to other numbers of cards?

A cinema has 100 seats. Show how it is possible to sell exactly 100 tickets and take exactly £100 if the prices are £10 for adults, 50p for pensioners and 10p for children.

Starting with four different triangles, imagine you have an unlimited number of each type. How many different tetrahedra can you make? Convince us you have found them all.

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?

Mr McGregor has a magic potting shed. Overnight, the number of plants in it doubles. He'd like to put the same number of plants in each of three gardens, planting one garden each day. Can he do it?

Just four procedures were used to produce a design. How was it done? Can you be systematic and elegant so that someone can follow your logic?

This package contains a collection of problems from the NRICH website that could be suitable for students who have a good understanding of Factors and Multiples and who feel ready to take on some. . . .

Draw some isosceles triangles with an area of $9$cm$^2$ and a vertex at (20,20). If all the vertices must have whole number coordinates, how many is it possible to draw?

This pair of linked Sudokus matches letters with numbers and hides a seasonal greeting. Can you find it?

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

Time for a little mathemagic! Choose any five cards from a pack and show four of them to your partner. How can they work out the fifth?

A Latin square of order n is an array of n symbols in which each symbol occurs exactly once in each row and exactly once in each column.

A pair of Sudoku puzzles that together lead to a complete solution.

Use the differences to find the solution to this Sudoku.

Four small numbers give the clue to the contents of the four surrounding cells.

Ben passed a third of his counters to Jack, Jack passed a quarter of his counters to Emma and Emma passed a fifth of her counters to Ben. After this they all had the same number of counters.

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

Whenever a monkey has peaches, he always keeps a fraction of them each day, gives the rest away, and then eats one. How long could he make his peaches last for?

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. . . .

The puzzle can be solved with the help of small clue-numbers which are either placed on the border lines between selected pairs of neighbouring squares of the grid or placed after slash marks on. . . .

Four numbers on an intersection that need to be placed in the surrounding cells. That is all you need to know to solve this sudoku.

Take three whole numbers. The differences between them give you three new numbers. Find the differences between the new numbers and keep repeating this. What happens?

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

How many different symmetrical shapes can you make by shading triangles or squares?

Can you arrange the numbers 1 to 17 in a row so that each adjacent pair adds up to a square number?

If you take a three by three square on a 1-10 addition square and multiply the diagonally opposite numbers together, what is the difference between these products. Why?

This challenge extends the Plants investigation so now four or more children are involved.

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.

Can you use your powers of logic and deduction to work out the missing information in these sporty situations?