Take any two digit number, for example 58. What do you have to do to reverse the order of the digits? Can you find a rule for reversing the order of digits for any two digit number?

Powers of numbers behave in surprising ways. Take a look at some of these and try to explain why they are true.

Four of these clues are needed to find the chosen number on this grid and four are true but do nothing to help in finding the number. Can you sort out the clues and find the number?

Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .

Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?

Take any whole number between 1 and 999, add the squares of the digits to get a new number. Make some conjectures about what happens in general.

Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?

Make a set of numbers that use all the digits from 1 to 9, once and once only. Add them up. The result is divisible by 9. Add each of the digits in the new number. What is their sum? Now try some. . . .

Choose any three by three square of dates on a calendar page. Circle any number on the top row, put a line through the other numbers that are in the same row and column as your circled number. Repeat. . . .

Which set of numbers that add to 10 have the largest product?

Eight children enter the autumn cross-country race at school. How many possible ways could they come in at first, second and third places?

This is the second of two articles and discusses problems relating to the curvature of space, shortest distances on surfaces, triangulations of surfaces and representation by graphs.

This article invites you to get familiar with a strategic game called "sprouts". The game is simple enough for younger children to understand, and has also provided experienced mathematicians with. . . .

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.

Some puzzles requiring no knowledge of knot theory, just a careful inspection of the patterns. A glimpse of the classification of knots and a little about prime knots, crossing numbers and. . . .

In this 7-sandwich: 7 1 3 1 6 4 3 5 7 2 4 6 2 5 there are 7 numbers between the 7s, 6 between the 6s etc. The article shows which values of n can make n-sandwiches and which cannot.

This is the second article on right-angled triangles whose edge lengths are whole numbers.

The first of two articles on Pythagorean Triples which asks how many right angled triangles can you find with the lengths of each side exactly a whole number measurement. Try it!

What happens to the perimeter of triangle ABC as the two smaller circles change size and roll around inside the bigger circle?

Three dice are placed in a row. Find a way to turn each one so that the three numbers on top of the dice total the same as the three numbers on the front of the dice. Can you find all the ways to do. . . .

Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?

Carry out cyclic permutations of nine digit numbers containing the digits from 1 to 9 (until you get back to the first number). Prove that whatever number you choose, they will add to the same total.

Here are three 'tricks' to amaze your friends. But the really clever trick is explaining to them why these 'tricks' are maths not magic. Like all good magicians, you should practice by trying. . . .

Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.

A introduction to how patterns can be deceiving, and what is and is not a proof.

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

This addition sum uses all ten digits 0, 1, 2...9 exactly once. Find the sum and show that the one you give is the only possibility.

How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?

This article stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.

Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?

Find some triples of whole numbers a, b and c such that a^2 + b^2 + c^2 is a multiple of 4. Is it necessarily the case that a, b and c must all be even? If so, can you explain why?

This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

Use your logical reasoning to work out how many cows and how many sheep there are in each field.

What can you say about the angles on opposite vertices of any cyclic quadrilateral? Working on the building blocks will give you insights that may help you to explain what is special about them.

Points A, B and C are the centres of three circles, each one of which touches the other two. Prove that the perimeter of the triangle ABC is equal to the diameter of the largest circle.

Can you fit Ls together to make larger versions of themselves?

A paradox is a statement that seems to be both untrue and true at the same time. This article looks at a few examples and challenges you to investigate them for yourself.

There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. How old are the children?

Find the area of the annulus in terms of the length of the chord which is tangent to the inner circle.

Consider the equation 1/a + 1/b + 1/c = 1 where a, b and c are natural numbers and 0 < a < b < c. Prove that there is only one set of values which satisfy this equation.

What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.

Here are some examples of 'cons', and see if you can figure out where the trick is.

If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable. Decide which of these diagrams are traversable.

Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?

Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps?