Investigate circuits and record your findings in this simple introduction to truth tables and logic.

I start with a red, a green and a blue marble. I can trade any of my marbles for two others, one of each colour. Can I end up with five more blue marbles than red after a number of such trades?

I start with a red, a blue, a green and a yellow marble. I can trade any of my marbles for three others, one of each colour. Can I end up with exactly two marbles of each colour?

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.

Learn about the link between logical arguments and electronic circuits. Investigate the logical connectives by making and testing your own circuits and fill in the blanks in truth tables to record. . . .

Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.

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?

Blue Flibbins are so jealous of their red partners that they will not leave them on their own with any other bue Flibbin. What is the quickest way of getting the five pairs of Flibbins safely to. . . .

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.

In how many distinct ways can six islands be joined by bridges so that each island can be reached from every other island...

Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.

Your partner chooses two beads and places them side by side behind a screen. What is the minimum number of guesses you would need to be sure of guessing the two beads and their positions?

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.

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

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

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.

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?

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. . . .

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.

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

Use the numbers in the box below to make the base of a top-heavy pyramid whose top number is 200.

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?

If you know the sizes of the angles marked with coloured dots in this diagram which angles can you find by calculation?

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.

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

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. . . .

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

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?

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.

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

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.

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

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

Semicircles are drawn on the sides of a rectangle ABCD. A circle passing through points ABCD carves out four crescent-shaped regions. Prove that the sum of the areas of the four crescents is equal to. . . .

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

A game for 2 players that can be played online. Players take it in turns to select a word from the 9 words given. The aim is to select all the occurrences of the same letter.

Is it possible to rearrange the numbers 1,2......12 around a clock face in such a way that every two numbers in adjacent positions differ by any of 3, 4 or 5 hours?

Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.

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

In how many ways can you arrange three dice side by side on a surface so that the sum of the numbers on each of the four faces (top, bottom, front and back) is equal?

Baker, Cooper, Jones and Smith are four people whose occupations are teacher, welder, mechanic and programmer, but not necessarily in that order. What is each person’s occupation?

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?

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.

From a group of any 4 students in a class of 30, each has exchanged Christmas cards with the other three. Show that some students have exchanged cards with all the other students in the class. How. . . .

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. . . .