Take any two positive numbers. Calculate the arithmetic and geometric means. Repeat the calculations to generate a sequence of arithmetic means and geometric means. Make a note of what happens to the. . . .

Imagine you have a large supply of 3kg and 8kg weights. How many of each weight would you need for the average (mean) of the weights to be 6kg? What other averages could you have?

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?

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

Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

Take any whole number between 1 and 999, add the squares of the digits to get a new number. Make some conjectures about what happens in general.

Charlie and Abi put a counter on 42. They wondered if they could visit all the other numbers on their 1-100 board, moving the counter using just these two operations: x2 and -5. What do you think?

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.

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

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

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?

Think of a number, add one, double it, take away 3, add the number you first thought of, add 7, divide by 3 and take away the number you first thought of. You should now be left with 2. How do I. . . .

What happens if you join every second point on this circle? How about every third point? Try with different steps and see if you can predict what will happen.

Take any two digit number, for example 58. What do you have to do to reverse the order of the digits? Can you find a rule for reversing the order of digits for any two digit number?

Start with two numbers and generate a sequence where the next number is the mean of the last two numbers...

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

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?

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

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?

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

Can you see how to build a harmonic triangle? Can you work out the next two rows?

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

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

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

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

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

Can you find all the ways to get 15 at the top of this triangle of 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 would be nice to have a strategy for disentangling any tangled ropes...

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

It's easy to work out the areas of most squares that we meet, but what if they were tilted?

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?

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?

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

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?

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

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?

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

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 see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?

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

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

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

In this game for two players, the idea is to take it in turns to choose 1, 3, 5 or 7. The winner is the first to make the total 37.