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

Compare the numbers of particular tiles in one or all of these three designs, inspired by the floor tiles of a church in Cambridge.

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

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

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.

Are these statements always true, sometimes true or never true?

While we were sorting some papers we found 3 strange sheets which seemed to come from small books but there were page numbers at the foot of each page. Did the pages come from the same book?

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

We can arrange dots in a similar way to the 5 on a dice and they usually sit quite well into a rectangular shape. How many altogether in this 3 by 5? What happens for other sizes?

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.

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

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

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. . . .

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. . . .

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

Can you dissect a square into: 4, 7, 10, 13... other squares? 6, 9, 12, 15... other squares? 8, 11, 14... other squares?

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.

Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.

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

In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.

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

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

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

Benâ€™s class were cutting up number tracks. First they cut them into twos and added up the numbers on each piece. What patterns could they see?

Here are two kinds of spirals for you to explore. What do you notice?

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

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

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?

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?

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?

When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

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

How many centimetres of rope will I need to make another mat just like the one I have here?

The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.

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?

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.

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

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.

Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.

Strike it Out game for an adult and child. Can you stop your partner from being able to go?

You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .

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

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

Got It game for an adult and child. How can you play so that you know you will always win?

In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square?

Watch this video to see how to roll the dice. Now it's your turn! What do you notice about the dice numbers you have recorded?

Put the numbers 1, 2, 3, 4, 5, 6 into the squares so that the numbers on each circle add up to the same amount. Can you find the rule for giving another set of six numbers?