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.

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

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?

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?

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

How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?

Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.

Here are some arrangements of circles. How many circles would I need to make the next size up for each? Can you create your own arrangement and investigate the number of circles it needs?

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?

Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?

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?

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?

Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?

What would be the smallest number of moves needed to move a Knight from a chess set from one corner to the opposite corner of a 99 by 99 square board?

Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?

Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?

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?

Think of a number, square it and subtract your starting number. Is the number youâ€™re left with odd or even? How do the images help to explain this?

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?

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.

Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.

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.

What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =

Can you find sets of sloping lines that enclose a square?

List any 3 numbers. It is always possible to find a subset of adjacent numbers that add up to a multiple of 3. Can you explain why and prove it?

Consider all two digit numbers (10, 11, . . . ,99). In writing down all these numbers, which digits occur least often, and which occur most often ? What about three digit numbers, four digit numbers. . . .

The sum of the numbers 4 and 1 [1/3] is the same as the product of 4 and 1 [1/3]; that is to say 4 + 1 [1/3] = 4 × 1 [1/3]. What other numbers have the sum equal to the product and can this be so for. . . .

Find a route from the outside to the inside of this square, stepping on as many tiles as possible.

Find some examples of pairs of numbers such that their sum is a factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and 16 is a factor of 48.

Are these statements relating to odd and even numbers always true, sometimes true or never true?

Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?

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?

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

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

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. . . .

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

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

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

Explore the effect of reflecting in two intersecting mirror lines.

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

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.

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.

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?

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.

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