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.

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?

Choose any 3 digits and make a 6 digit number by repeating the 3 digits in the same order (e.g. 594594). Explain why whatever digits you choose the number will always be divisible by 7, 11 and 13.

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?

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.

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

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.

For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?

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 moves does it take to swap over some red and blue frogs? Do you have a method?

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.

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.

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.

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

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

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.

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

A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?

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?

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?

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. . . .

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

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?

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?

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

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

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

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?

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

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.

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

Start with two numbers. This is the start of a sequence. The next number is the average of the last two numbers. Continue the sequence. What will happen if you carry on for ever?

Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?

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. . . .

Jo has three numbers which she adds together in pairs. When she does this she has three different totals: 11, 17 and 22 What are the three numbers Jo had to start with?”

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

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?

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

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

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 activity involves rounding four-digit numbers to the nearest thousand.

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

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?

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.

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.

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