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.

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

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.

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 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.

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.

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.

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?

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

In this problem we are looking at sets of parallel sticks that cross each other. What is the least number of crossings you can make? And the greatest?

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

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.

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

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

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. . . .

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

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

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

Try entering different sets of numbers in the number pyramids. How does the total at the top change?

Nim-7 game for an adult and child. Who will be the one to take the last counter?

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

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.

One block is needed to make an up-and-down staircase, with one step up and one step down. How many blocks would be needed to build an up-and-down staircase with 5 steps up and 5 steps down?

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

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?

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?

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

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.

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?

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

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

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

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

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

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

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

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

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

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

Use two dice to generate two numbers with one decimal place. 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?

Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.

What can you say about these shapes? This problem challenges you to create shapes with different areas and perimeters.

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