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.

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.

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.

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.

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

Can you work out how to win this game of Nim? Does it matter if you go first or second?

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 loser is the player who takes the last counter.

The triangle OMN has vertices on the axes with whole number co-ordinates. How many points with whole number coordinates are there on the hypotenuse MN?

Build gnomons that are related to the Fibonacci sequence and try to explain why this is possible.

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.

To avoid losing think of another very well known game where the patterns of play are similar.

Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?

The opposite vertices of a square have coordinates (a,b) and (c,d). What are the coordinates of the other vertices?

Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

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

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?

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.

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?

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

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.

Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?

ABC and DEF are equilateral triangles of side 3 and 4 respectively. Construct an equilateral triangle whose area is the sum of the area of ABC and DEF.

Can you find the area of a parallelogram defined by two vectors?

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.

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

Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?

Sets of integers like 3, 4, 5 are called Pythagorean Triples, because they could be the lengths of the sides of a right-angled triangle. Can you find any more?

Investigate sequences given by $a_n = \frac{1+a_{n-1}}{a_{n-2}}$ for different choices of the first two terms. Make a conjecture about the behaviour of these sequences. Can you prove your conjecture?

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?

What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?

An account of some magic squares and their properties and and how to construct them for yourself.

Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?

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

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?

Jo made a cube from some smaller cubes, painted some of the faces of the large cube, and then took it apart again. 45 small cubes had no paint on them at all. How many small cubes did Jo use?

A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .

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?

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.

Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?

For this challenge, you'll need to play Got It! 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.

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.

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

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?

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.