Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
Can you explain the strategy for winning this game with any target?
The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.
Many numbers can be expressed as the sum of two or more consecutive integers. For example, 15=7+8 and 10=1+2+3+4. Can you say which numbers can be expressed in this way?
Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.
The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Can you work out how to win this game of Nim? Does it matter if you go first or second?
Delight your friends with this cunning trick! Can you explain how it works?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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 starts quite simple but great opportunities for number discoveries and patterns!
A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?
Find out what a "fault-free" rectangle is and try to make some of your own.
Can you explain how this card trick works?
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.
How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?
Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.
Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.
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.
Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?
What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
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. . . .
This challenge asks you to imagine a snake coiling on itself.
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
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?
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
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.
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?
How many centimetres of rope will I need to make another mat just like the one I have here?
Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.
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?
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
Charlie has moved between countries and the average income of both has increased. How can this be so?
Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?
Here are two kinds of spirals for you to explore. What do you notice?
A country has decided to have just two different coins, 3z and 5z coins. Which totals can be made? Is there a largest total that cannot be made? How do you know?
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?
It would be nice to have a strategy for disentangling any tangled ropes...
An investigation that gives you the opportunity to make and justify predictions.
What can you say about these shapes? This problem challenges you to create shapes with different areas and perimeters.
A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.