This article for primary teachers suggests ways in which to help children become better at working systematically.
In this article, the NRICH team describe the process of selecting solutions for publication on the site.
Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?
Follow the clues to find the mystery number.
What do the digits in the number fifteen add up to? How many other numbers have digits with the same total but no zeros?
This multiplication uses each of the digits 0 - 9 once and once only. Using the information given, can you replace the stars in the calculation with figures?
Can you find the chosen number from the grid using the clues?
Have a go at balancing this equation. Can you find different ways of doing it?
Can you work out some different ways to balance this equation?
In the multiplication calculation, some of the digits have been replaced by letters and others by asterisks. Can you reconstruct the original multiplication?
Can you replace the letters with numbers? Is there only one solution in each case?
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
I was in my car when I noticed a line of four cars on the lane next to me with number plates starting and ending with J, K, L and M. What order were they in?
Systematically explore the range of symmetric designs that can be created by shading parts of the motif below. Use normal square lattice paper to record your results.
Can you put plus signs in so this is true? 1 2 3 4 5 6 7 8 9 = 99 How many ways can you do it?
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
The Vikings communicated in writing by making simple scratches on wood or stones called runes. Can you work out how their code works using the table of the alphabet?
What is the date in February 2002 where the 8 digits are palindromic if the date is written in the British way?
An investigation that gives you the opportunity to make and justify predictions.
There is a clock-face where the numbers have become all mixed up. Can you find out where all the numbers have got to from these ten statements?
There were chews for 2p, mini eggs for 3p, Chocko bars for 5p and lollypops for 7p in the sweet shop. What could each of the children buy with their money?
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
Use the clues to find out who's who in the family, to fill in the family tree and to find out which of the family members are mathematicians and which are not.
George and Jim want to buy a chocolate bar. George needs 2p more and Jim need 50p more to buy it. How much is the chocolate bar?
Tim had nine cards each with a different number from 1 to 9 on it. How could he have put them into three piles so that the total in each pile was 15?
How many trains can you make which are the same length as Matt's, using rods that are identical?
In this maze of hexagons, you start in the centre at 0. The next hexagon must be a multiple of 2 and the next a multiple of 5. What are the possible paths you could take?
There is a long tradition of creating mazes throughout history and across the world. This article gives details of mazes you can visit and those that you can tackle on paper.
This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?
Frances and Rishi were given a bag of lollies. They shared them out evenly and had one left over. How many lollies could there have been in the bag?
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 help the children find the two triangles which have the lengths of two sides numerically equal to their areas?
This task, written for the National Young Mathematicians' Award 2016, invites you to explore the different combinations of scores that you might get on these dart boards.
Look carefully at the numbers. What do you notice? Can you make another square using the numbers 1 to 16, that displays the same properties?
Number problems at primary level that require careful consideration.
Zumf makes spectacles for the residents of the planet Zargon, who have either 3 eyes or 4 eyes. How many lenses will Zumf need to make all the different orders for 9 families?
Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether.
There are seven pots of plants in a greenhouse. They have lost their labels. Perhaps you can help re-label them.
Cut differently-sized square corners from a square piece of paper to make boxes without lids. Do they all have the same volume?
How many different shaped boxes can you design for 36 sweets in one layer? Can you arrange the sweets so that no sweets of the same colour are next to each other in any direction?
Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.
When you throw two regular, six-faced dice you have more chance of getting one particular result than any other. What result would that be? Why is this?
Using the statements, can you work out how many of each type of rabbit there are in these pens?
These are the faces of Will, Lil, Bill, Phil and Jill. Use the clues to work out which name goes with each face.
This magic square has operations written in it, to make it into a maze. Start wherever you like, go through every cell and go out a total of 15!
A merchant brings four bars of gold to a jeweller. How can the jeweller use the scales just twice to identify the lighter, fake bar?
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.
Suppose we allow ourselves to use three numbers less than 10 and multiply them together. How many different products can you find? How do you know you've got them all?
Nina must cook some pasta for 15 minutes but she only has a 7-minute sand-timer and an 11-minute sand-timer. How can she use these timers to measure exactly 15 minutes?
How could you put eight beanbags in the hoops so that there are four in the blue hoop, five in the red and six in the yellow? Can you find all the ways of doing this?