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?

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

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

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

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?

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.

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.

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

If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.

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 a general rule for finding the areas of equilateral triangles drawn on an isometric grid?

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

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

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

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.

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.

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

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.

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.

Polygons drawn on square dotty paper have dots on their perimeter (p) and often internal (i) ones as well. Find a relationship between p, i and the area of the polygons.

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

These gnomons appear to have more than a passing connection with the Fibonacci sequence. This problem ask you to investigate some of these connections.

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

Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?

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?

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?

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?”

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

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 show that you can share a square pizza equally between two people by cutting it four times using vertical, horizontal and diagonal cuts through any point inside the square?

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

It would be nice to have a strategy for disentangling any tangled ropes...

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.

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?

Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

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.

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.

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?

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?

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?

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.

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

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?