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

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

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

Delight your friends with this cunning trick! Can you explain how it works?

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?

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?

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.

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?

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?

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

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

Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?

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. . . .

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.

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

Many numbers can be expressed as the sum of two or more consecutive integers. For example, 15=7+8 and 10=1+2+3+4. Can you say which numbers can be expressed in this way?

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.

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?

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

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.

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

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. . . .

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?

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

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 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?

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 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?

The diagram shows a 5 by 5 geoboard with 25 pins set out in a square array. Squares are made by stretching rubber bands round specific pins. What is the total number of squares that can be made on a. . . .

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

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.

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. . . .

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

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

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.

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

Consider all two digit numbers (10, 11, . . . ,99). In writing down all these numbers, which digits occur least often, and which occur most often ? What about three digit numbers, four digit numbers. . . .

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

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. . . .

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

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.

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?

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

Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?

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

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.

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