The reader is invited to investigate changes (or permutations) in the ringing of church bells, illustrated by braid diagrams showing the order in which the bells are rung.

Given the nets of 4 cubes with the faces coloured in 4 colours, build a tower so that on each vertical wall no colour is repeated, that is all 4 colours appear.

Imagine a stack of numbered cards with one on top. Discard the top, put the next card to the bottom and repeat continuously. Can you predict the last card?

Find the point whose sum of distances from the vertices (corners) of a given triangle is a minimum.

Can you make a tetrahedron whose faces all have the same perimeter?

Can you see how this picture illustrates the formula for the sum of the first six cube numbers?

The picture illustrates the sum 1 + 2 + 3 + 4 = (4 x 5)/2. Prove the general formula for the sum of the first n natural numbers and the formula for the sum of the cubes of the first n natural. . . .

You can move the 4 pieces of the jigsaw and fit them into both outlines. Explain what has happened to the missing one unit of area.

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 Hamiltonian circuit is a continuous path in a graph that passes through each of the vertices exactly once and returns to the start. How many Hamiltonian circuits can you find in these graphs?

Three frogs started jumping randomly over any adjacent frog. Is it possible for them to finish up in the same order they started?

A blue coin rolls round two yellow coins which touch. The coins are the same size. How many revolutions does the blue coin make when it rolls all the way round the yellow coins? Investigate for a. . . .

Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.

Some puzzles requiring no knowledge of knot theory, just a careful inspection of the patterns. A glimpse of the classification of knots and a little about prime knots, crossing numbers and. . . .

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

Imagine you have six different colours of paint. You paint a cube using a different colour for each of the six faces. How many different cubes can be painted using the same set of six colours?

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?

How many different ways can I lay 10 paving slabs, each 2 foot by 1 foot, to make a path 2 foot wide and 10 foot long from my back door into my garden, without cutting any of the paving slabs?

Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps?

A cyclist and a runner start off simultaneously around a race track each going at a constant speed. The cyclist goes all the way around and then catches up with the runner. He then instantly turns. . . .

A standard die has the numbers 1, 2 and 3 are opposite 6, 5 and 4 respectively so that opposite faces add to 7? If you make standard dice by writing 1, 2, 3, 4, 5, 6 on blank cubes you will find. . . .

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

Some diagrammatic 'proofs' of algebraic identities and inequalities.

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

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

A game for 2 people. Take turns joining two dots, until your opponent is unable to move.

We are given a regular icosahedron having three red vertices. Show that it has a vertex that has at least two red neighbours.

In how many different ways can I colour the five edges of a pentagon red, blue and green so that no two adjacent edges are the same colour?

This article for teachers discusses examples of problems in which there is no obvious method but in which children can be encouraged to think deeply about the context and extend their ability to. . . .

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.

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?

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.

This is a simple version of an ancient game played all over the world. It is also called Mancala. What tactics will increase your chances of winning?

Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.

A square of area 3 square units cannot be drawn on a 2D grid so that each of its vertices have integer coordinates, but can it be drawn on a 3D grid? Investigate squares that can be drawn.

This is an interactive net of a Rubik's cube. Twists of the 3D cube become mixes of the squares on the 2D net. Have a play and see how many scrambles you can undo!

Points P, Q, R and S each divide the sides AB, BC, CD and DA respectively in the ratio of 2 : 1. Join the points. What is the area of the parallelogram PQRS in relation to the original rectangle?

What can you see? What do you notice? What questions can you ask?

Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?

Is it possible to rearrange the numbers 1,2......12 around a clock face in such a way that every two numbers in adjacent positions differ by any of 3, 4 or 5 hours?

If you have only 40 metres of fencing available, what is the maximum area of land you can fence off?

Here is a solitaire type environment for you to experiment with. Which targets can you reach?

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

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?

Can you find a rule which connects consecutive triangular numbers?

This task depends on groups working collaboratively, discussing and reasoning to agree a final product.

Blue Flibbins are so jealous of their red partners that they will not leave them on their own with any other bue Flibbin. What is the quickest way of getting the five pairs of Flibbins safely to. . . .