Choose any two numbers. Call them a and b. Work out the arithmetic mean and the geometric mean. Which is bigger? Repeat for other pairs of numbers. What do you notice?

Janine noticed, while studying some cube numbers, that if you take three consecutive whole numbers and multiply them together and then add the middle number of the three, you get the middle number. . . .

An article which gives an account of some properties of magic squares.

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

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

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

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

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

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.

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

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.

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?

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.

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

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.

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. . . .

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.

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

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

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?

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

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.

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

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?

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?”

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

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

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?

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. . . .

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

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

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?

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

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

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

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

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. . . .

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.

Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs?

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

Triangle ABC is an equilateral triangle with three parallel lines going through the vertices. Calculate the length of the sides of the triangle if the perpendicular distances between the parallel. . . .

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.

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

What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?