The challenge is to find the values of the variables if you are to solve this Sudoku.

Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.

You have twelve weights, one of which is different from the rest. Using just 3 weighings, can you identify which weight is the odd one out, and whether it is heavier or lighter than the rest?

Solve the equations to identify the clue numbers in this Sudoku problem.

Four numbers on an intersection that need to be placed in the surrounding cells. That is all you need to know to solve this sudoku.

This is a variation of sudoku which contains a set of special clue-numbers. Each set of 4 small digits stands for the numbers in the four cells of the grid adjacent to this set.

Try to solve this very difficult problem and then study our two suggested solutions. How would you use your knowledge to try to solve variants on the original problem?

The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?

Each of the main diagonals of this sudoku must contain the numbers 1 to 9 and each rectangle width the numbers 1 to 4.

You have been given nine weights, one of which is slightly heavier than the rest. Can you work out which weight is heavier in just two weighings of the balance?

Can you arrange the numbers 1 to 17 in a row so that each adjacent pair adds up to a square number?

A pair of Sudokus with lots in common. In fact they are the same problem but rearranged. Can you find how they relate to solve them both?

This article for teachers describes several games, found on the site, all of which have a related structure that can be used to develop the skills of strategic planning.

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.

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.

In this Sudoku, there are three coloured "islands" in the 9x9 grid. Within each "island" EVERY group of nine cells that form a 3x3 square must contain the numbers 1 through 9.

You are given the Lowest Common Multiples of sets of digits. Find the digits and then solve the Sudoku.

Use the clues about the shaded areas to help solve this sudoku

My two digit number is special because adding the sum of its digits to the product of its digits gives me my original number. What could my number be?

This Sudoku puzzle can be solved with the help of small clue-numbers on the border lines between pairs of neighbouring squares of the grid.

Use the interactivity to listen to the bells ringing a pattern. Now it's your turn! Play one of the bells yourself. How do you know when it is your turn to ring?

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

Special clue numbers related to the difference between numbers in two adjacent cells and values of the stars in the "constellation" make this a doubly interesting problem.

Many numbers can be expressed as the sum of two or more consecutive integers. For example, 15=7+8 and 10=1+2+3+4. Can you say which numbers can be expressed in this way?

The puzzle can be solved with the help of small clue-numbers which are either placed on the border lines between selected pairs of neighbouring squares of the grid or placed after slash marks on. . . .

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

Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?

Charlie and Abi put a counter on 42. They wondered if they could visit all the other numbers on their 1-100 board, moving the counter using just these two operations: x2 and -5. What do you think?

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

Ben passed a third of his counters to Jack, Jack passed a quarter of his counters to Emma and Emma passed a fifth of her counters to Ben. After this they all had the same number of counters.

A pair of Sudoku puzzles that together lead to a complete solution.

60 pieces and a challenge. What can you make and how many of the pieces can you use creating skeleton polyhedra?

Four small numbers give the clue to the contents of the four surrounding cells.

Different combinations of the weights available allow you to make different totals. Which totals can you make?

Find all the ways of placing the numbers 1 to 9 on a W shape, with 3 numbers on each leg, so that each set of 3 numbers has the same total.

This Sudoku requires you to do some working backwards before working forwards.

An irregular tetrahedron is composed of four different triangles. Can such a tetrahedron be constructed where the side lengths are 4, 5, 6, 7, 8 and 9 units of length?

Can you find six numbers to go in the Daisy from which you can make all the numbers from 1 to a number bigger than 25?

Use the interactivity to play two of the bells in a pattern. How do you know when it is your turn to ring, and how do you know which bell to ring?

A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?

A particular technique for solving Sudoku puzzles, known as "naked pair", is explained in this easy-to-read article.

Can you put the 25 coloured tiles into the 5 x 5 square so that no column, no row and no diagonal line have tiles of the same colour in them?

Use the differences to find the solution to this Sudoku.

Solve this Sudoku puzzle whose clues are in the form of sums of the numbers which should appear in diagonal opposite cells.

Just four procedures were used to produce a design. How was it done? Can you be systematic and elegant so that someone can follow your logic?

Explore this how this program produces the sequences it does. What are you controlling when you change the values of the variables?