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.

This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.

An investigation involving adding and subtracting sets of consecutive numbers. Lots to find out, lots to explore.

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.

First Connect Three game for an adult and child. Use the dice numbers and either addition or subtraction to get three numbers in a straight line.

Add or subtract the two numbers on the spinners and try to complete a row of three. Are there some numbers that are good to aim for?

In this challenge, buckets come in five different sizes. If you choose some buckets, can you investigate the different ways in which they can be filled?

When I fold a 0-20 number line, I end up with 'stacks' of numbers on top of each other. These challenges involve varying the length of the number line and investigating the 'stack totals'.

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

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.

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?

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.

How many different triangles can you make on a circular pegboard that has nine pegs?

This activity investigates how you might make squares and pentominoes from Polydron.

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?

Here are some rods that are different colours. How could I make a dark green rod using yellow and white rods?

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.

This practical challenge invites you to investigate the different squares you can make on a square geoboard or pegboard.

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....?

Find out about Magic Squares in this article written for students. Why are they magic?!

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?

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 find all the different ways of lining up these Cuisenaire rods?

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?

Place the numbers 1 to 10 in the circles so that each number is the difference between the two numbers just below it.

Place the numbers 1 to 6 in the circles so that each number is the difference between the two numbers just below it.

Can you work out how to balance this equaliser? You can put more than one weight on a hook.

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?

Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?

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?

An investigation that gives you the opportunity to make and justify predictions.

How many trains can you make which are the same length as Matt's, using rods that are identical?

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?

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?

Find out what a "fault-free" rectangle is and try to make some of your own.

This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.

Can you make dice stairs using the rules stated? How do you know you have all the possible stairs?

Number problems at primary level that require careful consideration.

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?

Are all the possible combinations of two shapes included in this set of 27 cards? How do you know?

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?

How can you put five cereal packets together to make different shapes if you must put them face-to-face?

My briefcase has a three-number combination lock, but I have forgotten the combination. I remember that there's a 3, a 5 and an 8. How many possible combinations are there to try?

What is the date in February 2002 where the 8 digits are palindromic if the date is written in the British way?

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?

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?

Ram divided 15 pennies among four small bags. He could then pay any sum of money from 1p to 15p without opening any bag. How many pennies did Ram put in each bag?

What do the numbers shaded in blue on this hundred square have in common? What do you notice about the pink numbers? How about the shaded numbers in the other squares?