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.

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.

A game for 2 players with similaritlies to NIM. Place one counter on each spot on the games board. Players take it is turns to remove 1 or 2 adjacent counters. The winner picks up the last counter.

How many different journeys could you make if you were going to visit four stations in this network? How about if there were five stations? Can you predict the number of journeys for seven stations?

A game for 2 players. Set out 16 counters in rows of 1,3,5 and 7. Players take turns to remove any number of counters from a row. The player left with the last counter looses.

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

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?

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.

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

We can show that (x + 1)² = x² + 2x + 1 by considering the area of an (x + 1) by (x + 1) square. Show in a similar way that (x + 2)² = x² + 4x + 4

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

Imagine starting with one yellow cube and covering it all over with a single layer of red cubes, and then covering that cube with a layer of blue cubes. How many red and blue cubes would you need?

Charlie has moved between countries and the average income of both has increased. How can this be so?

Find out what a "fault-free" rectangle is and try to make some of your own.

A package contains a set of resources designed to develop pupils’ mathematical thinking. This package places a particular emphasis on “generalising” and is designed to meet the. . . .

Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?

This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.

Can you find the values at the vertices when you know the values on the edges?

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?

In how many different ways can you break up a stick of 7 interlocking cubes? Now try with a stick of 8 cubes and a stick of 6 cubes.

What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

This article for teachers describes several games, found on the site, all of which have a related structure that can be used to develop the skills of strategic planning.

Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?

Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The winner is the player to take the last counter.

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

It would be nice to have a strategy for disentangling any tangled ropes...

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

What happens when you round these numbers to the nearest whole number?

What happens when you round these three-digit numbers to the nearest 100?

Can you describe this route to infinity? Where will the arrows take you next?

It starts quite simple but great opportunities for number discoveries and patterns!

Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.

Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?

Use two dice to generate two numbers with one decimal place. What happens when you round these numbers to the nearest whole number?

This challenge focuses on finding the sum and difference of pairs of two-digit numbers.

This task follows on from Build it Up and takes the ideas into three dimensions!

Can you find all the ways to get 15 at the top of this triangle of numbers?

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

This challenge encourages you to explore dividing a three-digit number by a single-digit number.

Find the sum and difference between a pair of two-digit numbers. Now find the sum and difference between the sum and difference! What happens?

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

How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?

The aim of the game is to slide the green square from the top right hand corner to the bottom left hand corner in the least number of moves.

Can all unit fractions be written as the sum of two unit fractions?

What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?