This project challenges you to work out the number of cubes hidden under a cloth. What questions would you like to ask?
Ahmed is making rods using different numbers of cubes. Which rod is twice the length of his first rod?
Choose a symbol to put into the number sentence.
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 each work out the number on your card? What do you notice? How could you sort the cards?
In Sam and Jill's garden there are two sorts of ladybirds with 7 spots or 4 spots. What numbers of total spots can you make?
Imagine a pyramid which is built in square layers of small cubes. If we number the cubes from the top, starting with 1, can you picture which cubes are directly below this first cube?
If you have only four weights, where could you place them in order to balance this equaliser?
Starting with the number 180, take away 9 again and again, joining up the dots as you go. Watch out - don't join all the dots!
These two group activities use mathematical reasoning - one is numerical, one geometric.
Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?
Start by putting one million (1 000 000) into the display of your calculator. Can you reduce this to 7 using just the 7 key and add, subtract, multiply, divide and equals as many times as you like?
Place the numbers 1 to 10 in the circles so that each number is the difference between the two numbers just below it.
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
Use the information about Sally and her brother to find out how many children there are in the Brown family.
Can you put the numbers 1 to 8 into the circles so that the four calculations are correct?
Choose four of the numbers from 1 to 9 to put in the squares so that the differences between joined squares are odd.
If you have ten counters numbered 1 to 10, how many can you put into pairs that add to 10? Which ones do you have to leave out? Why?
Explore Alex's number plumber. What questions would you like to ask? Don't forget to keep visiting NRICH projects site for the latest developments and questions.
Can you hang weights in the right place to make the equaliser balance?
This task, written for the National Young Mathematicians' Award 2016, involves open-topped boxes made with interlocking cubes. Explore the number of units of paint that are needed to cover the boxes. . . .
Suppose there is a train with 24 carriages which are going to be put together to make up some new trains. Can you find all the ways that this can be done?
This challenge is about finding the difference between numbers which have the same tens digit.
There are to be 6 homes built on a new development site. They could be semi-detached, detached or terraced houses. How many different combinations of these can you find?
Can you make a cycle of pairs that add to make a square number using all the numbers in the box below, once and once only?
Make one big triangle so the numbers that touch on the small triangles add to 10. You could use the interactivity to help you.
In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square?
Find your way through the grid starting at 2 and following these operations. What number do you end on?
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?
Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.
This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!
Find all the numbers that can be made by adding the dots on two dice.
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?
This problem is based on a code using two different prime numbers less than 10. You'll need to multiply them together and shift the alphabet forwards by the result. Can you decipher the code?
Ten cards are put into five envelopes so that there are two cards in each envelope. The sum of the numbers inside it is written on each envelope. What numbers could be inside the envelopes?
Look carefully at the numbers. What do you notice? Can you make another square using the numbers 1 to 16, that displays the same properties?
This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?
You have 5 darts and your target score is 44. How many different ways could you score 44?
Zumf makes spectacles for the residents of the planet Zargon, who have either 3 eyes or 4 eyes. How many lenses will Zumf need to make all the different orders for 9 families?
Write the numbers up to 64 in an interesting way so that the shape they make at the end is interesting, different, more exciting ... than just a square.
Use the number weights to find different ways of balancing the equaliser.
Can you substitute numbers for the letters in these sums?
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?
How could you put eight beanbags in the hoops so that there are four in the blue hoop, five in the red and six in the yellow? Can you find all the ways of doing this?
There are 4 jugs which hold 9 litres, 7 litres, 4 litres and 2 litres. Find a way to pour 9 litres of drink from one jug to another until you are left with exactly 3 litres in three of the jugs.
Using the cards 2, 4, 6, 8, +, - and =, what number statements can you make?
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?
In how many ways could Mrs Beeswax put ten coins into her three puddings so that each pudding ended up with at least two coins?
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?
Well now, what would happen if we lost all the nines in our number system? Have a go at writing the numbers out in this way and have a look at the multiplications table.