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?

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.

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?

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

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?

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

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?

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

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

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?

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

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.

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?

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?

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 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?

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

When newspaper pages get separated at home we have to try to sort them out and get things in the correct order. How many ways can we arrange these pages so that the numbering may be different?

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.

If we had 16 light bars which digital numbers could we make? How will you know you've found them all?

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

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?

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

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.

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!

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

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?

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

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?

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.

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?

You cannot choose a selection of ice cream flavours that includes totally what someone has already chosen. Have a go and find all the different ways in which seven children can have ice cream.

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

Ana and Ross looked in a trunk in the attic. They found old cloaks and gowns, hats and masks. How many possible costumes could they make?

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

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

Compare the numbers of particular tiles in one or all of these three designs, inspired by the floor tiles of a church in Cambridge.

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?

The challenge here is to find as many routes as you can for a fence to go so that this town is divided up into two halves, each with 8 blocks.

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?

Investigate these hexagons drawn from different sized equilateral triangles.

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

"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 ...?

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?

If you have three circular objects, you could arrange them so that they are separate, touching, overlapping or inside each other. Can you investigate all the different possibilities?

We can arrange dots in a similar way to the 5 on a dice and they usually sit quite well into a rectangular shape. How many altogether in this 3 by 5? What happens for other sizes?