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 work out some different ways to balance this equation?
What happens when you round these three-digit numbers to the nearest 100?
Can you replace the letters with numbers? Is there only one solution in each case?
Have a go at balancing this equation. Can you find different ways of doing it?
Use two dice to generate two numbers with one decimal place. What happens when you round these numbers to the nearest whole number?
In the multiplication calculation, some of the digits have been replaced by letters and others by asterisks. Can you reconstruct the original multiplication?
Follow the clues to find the mystery number.
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 substitute numbers for the letters in these sums?
Number problems at primary level that require careful consideration.
Can you find the chosen number from the grid using the clues?
Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?
What do the digits in the number fifteen add up to? How many other numbers have digits with the same total but no zeros?
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.
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
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?
Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?
Is it possible to place 2 counters on the 3 by 3 grid so that there is an even number of counters in every row and every column? How about if you have 3 counters or 4 counters or....?
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?
This practical challenge invites you to investigate the different squares you can make on a square geoboard or pegboard.
Katie had a pack of 20 cards numbered from 1 to 20. She arranged the cards into 6 unequal piles where each pile added to the same total. What was the total and how could this be done?
Are all the possible combinations of two shapes included in this set of 27 cards? How do you know?
Move from the START to the FINISH by moving across or down to the next square. Can you find a route to make these totals?
Place the numbers 1 to 6 in the circles so that each number is the difference between the two numbers just below it.
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?
Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total.
How can you put five cereal packets together to make different shapes if you must put them face-to-face?
Use these head, body and leg pieces to make Robot Monsters which are different heights.
Alice's mum needs to go to each child's house just once and then back home again. How many different routes are there? Use the information to find out how long each road is on the route she took.
This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?
Can you make a train the same length as Laura's but using three differently coloured rods? Is there only one way of doing it?
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?
Can you find all the different ways of lining up these Cuisenaire rods?
Here you see the front and back views of a dodecahedron. Each vertex has been numbered so that the numbers around each pentagonal face add up to 65. Can you find all the missing numbers?
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
An investigation that gives you the opportunity to make and justify predictions.
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?
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.
Can you make dice stairs using the rules stated? How do you know you have all the possible stairs?
You have two egg timers. One takes 4 minutes exactly to empty and the other takes 7 minutes. What times in whole minutes can you measure and how?
Use the interactivity to help get a feel for this problem and to find out all the possible ways the balls could land.
How many shapes can you build from three red and two green cubes? Can you use what you've found out to predict the number for four red and two green?
In how many ways can you fit two of these yellow triangles together? Can you predict the number of ways two blue triangles can be fitted together?
An activity making various patterns with 2 x 1 rectangular tiles.
The ancient Egyptians were said to make right-angled triangles using a rope with twelve equal sections divided by knots. What other triangles could you make if you had a rope like this?
Roll two red dice and a green dice. Add the two numbers on the red dice and take away the number on the green. What are all the different possibilities that could come up?
Tim's class collected data about all their pets. Can you put the animal names under each column in the block graph using the information?