Investigate what happens when you add house numbers along a street in different ways.

These caterpillars have 16 parts. What different shapes do they make if each part lies in the small squares of a 4 by 4 square?

In this section from a calendar, put a square box around the 1st, 2nd, 8th and 9th. Add all the pairs of numbers. What do you notice about the answers?

Well now, what would happen if we lost all the nines in our number system? Have a go at writing the numbers out in this way and have a look at the multiplications table.

Start with four numbers at the corners of a square and put the total of two corners in the middle of that side. Keep going... Can you estimate what the size of the last four numbers will be?

Complete these two jigsaws then put one on top of the other. What happens when you add the 'touching' numbers? What happens when you change the position of the jigsaws?

What happens when you add the digits of a number then multiply the result by 2 and you keep doing this? You could try for different numbers and different rules.

This challenge asks you to investigate the total number of cards that would be sent if four children send one to all three others. How many would be sent if there were five children? Six?

48 is called an abundant number because it is less than the sum of its factors (without itself). Can you find some more abundant numbers?

Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?

This challenge asks you to investigate the total number of cards that would be sent if four children send one to all three others. How many would be sent if there were five children? Six?

Investigate this balance which is marked in halves. If you had a weight on the left-hand 7, where could you hang two weights on the right to make it balance?

Can you find out how the 6-triangle shape is transformed in these tessellations? Will the tessellations go on for ever? Why or why not?

In this investigation, you are challenged to make mobile phone numbers which are easy to remember. What happens if you make a sequence adding 2 each time?

In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square?

Investigate and explain the patterns that you see from recording just the units digits of numbers in the times tables.

The red ring is inside the blue ring in this picture. Can you rearrange the rings in different ways? Perhaps you can overlap them or put one outside another?

There are ten children in Becky's group. Can you find a set of numbers for each of them? Are there any other sets?

This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!

Investigate the numbers that come up on a die as you roll it in the direction of north, south, east and west, without going over the path it's already made.

How many different sets of numbers with at least four members can you find in the numbers in this box?

Investigate the different ways these aliens count in this challenge. You could start by thinking about how each of them would write our number 7.

Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total.

Bernard Bagnall describes how to get more out of some favourite NRICH investigations.

EWWNP means Exploring Wild and Wonderful Number Patterns Created by Yourself! Investigate what happens if we create number patterns using some simple rules.

Explore ways of colouring this set of triangles. Can you make symmetrical patterns?

This activity asks you to collect information about the birds you see in the garden. Are there patterns in the data or do the birds seem to visit randomly?

In my local town there are three supermarkets which each has a special deal on some products. If you bought all your shopping in one shop, where would be the cheapest?

Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?

Here is your chance to investigate the number 28 using shapes, cubes ... in fact anything at all.

Why does the tower look a different size in each of these pictures?

Take a look at these data collected by children in 1986 as part of the Domesday Project. What do they tell you? What do you think about the way they are presented?

Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.

In this investigation we are going to count the number of 1s, 2s, 3s etc in numbers. Can you predict what will happen?

Place this "worm" on the 100 square and find the total of the four squares it covers. Keeping its head in the same place, what other totals can you make?

This problem is intended to get children to look really hard at something they will see many times in the next few months.

Here are many ideas for you to investigate - all linked with the number 2000.

There are to be 6 homes built on a new development site. They could be semi-detached, detached or terraced houses. How many different combinations of these can you find?

Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.

"Ip dip sky blue! Who's 'it'? It's you!" Where would you position yourself so that you are 'it' if there are two players? Three players ...?

While we were sorting some papers we found 3 strange sheets which seemed to come from small books but there were page numbers at the foot of each page. Did the pages come from the same book?

Can you make these equilateral triangles fit together to cover the paper without any gaps between them? Can you tessellate isosceles triangles?

Investigate the area of 'slices' cut off this cube of cheese. What would happen if you had different-sized block of cheese to start with?

Investigate these hexagons drawn from different sized equilateral triangles.

Follow the directions for circling numbers in the matrix. Add all the circled numbers together. Note your answer. Try again with a different starting number. What do you notice?

Can you design a new shape for the twenty-eight squares and arrange the numbers in a logical way? What patterns do you notice?

If I use 12 green tiles to represent my lawn, how many different ways could I arrange them? How many border tiles would I need each time?

Explore Alex's number plumber. What questions would you like to ask? Don't forget to keep visiting NRICH projects site for the latest developments and questions.