Bellringers have a special way to write down the patterns they ring. Learn about these patterns and draw some of your own.

The letters in the following addition sum represent the digits 1 ... 9. If A=3 and D=2, what number is represented by "CAYLEY"?

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?

This Sudoku, based on differences. Using the one clue number can you find the solution?

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

Five numbers added together in pairs produce: 0, 2, 4, 4, 6, 8, 9, 11, 13, 15 What are the five numbers?

This package contains a collection of problems from the NRICH website that could be suitable for students who have a good understanding of Factors and Multiples and who feel ready to take on some. . . .

If you take a three by three square on a 1-10 addition square and multiply the diagonally opposite numbers together, what is the difference between these products. Why?

Take three whole numbers. The differences between them give you three new numbers. Find the differences between the new numbers and keep repeating this. What happens?

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.

The idea of this game is to add or subtract the two numbers on the dice and cover the result on the grid, trying to get a line of three. Are there some numbers that are good to aim for?

Find the values of the nine letters in the sum: FOOT + BALL = GAME

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?

Given the products of adjacent cells, can you complete this Sudoku?

Rather than using the numbers 1-9, this sudoku uses the nine different letters used to make the words "Advent Calendar".

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

Place the 16 different combinations of cup/saucer in this 4 by 4 arrangement so that no row or column contains more than one cup or saucer of the same colour.

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.

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.

A few extra challenges set by some young NRICH members.

The letters of the word ABACUS have been arranged in the shape of a triangle. How many different ways can you find to read the word ABACUS from this triangular pattern?

A cinema has 100 seats. Show how it is possible to sell exactly 100 tickets and take exactly £100 if the prices are £10 for adults, 50p for pensioners and 10p for children.

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?

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

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

This cube has ink on each face which leaves marks on paper as it is rolled. Can you work out what is on each face and the route it has taken?

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

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

This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.

Can you use your powers of logic and deduction to work out the missing information in these sporty situations?

Make your own double-sided magic square. But can you complete both sides once you've made the pieces?

An extra constraint means this Sudoku requires you to think in diagonals as well as horizontal and vertical lines and boxes of nine.

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

Arrange 9 red cubes, 9 blue cubes and 9 yellow cubes into a large 3 by 3 cube. No row or column of cubes must contain two cubes of the same colour.

A package contains a set of resources designed to develop students’ mathematical thinking. This package places a particular emphasis on “being systematic” and is designed to meet. . . .

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.

Use the differences to find the solution to this Sudoku.

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?

A game for 2 people. Take turns placing a counter on the star. You win when you have completed a line of 3 in your colour.

Find the smallest whole number which, when mutiplied by 7, gives a product consisting entirely of ones.

Four friends must cross a bridge. How can they all cross it in just 17 minutes?

A man has 5 coins in his pocket. Given the clues, can you work out what the coins are?

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

A student in a maths class was trying to get some information from her teacher. She was given some clues and then the teacher ended by saying, "Well, how old are they?"

How many solutions can you find to this sum? Each of the different letters stands for a different number.

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?

Countries from across the world competed in a sports tournament. Can you devise an efficient strategy to work out the order in which they finished?

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?

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?

in how many ways can you place the numbers 1, 2, 3 … 9 in the nine regions of the Olympic Emblem (5 overlapping circles) so that the amount in each ring is the same?