Use the numbers in the box below to make the base of a top-heavy pyramid whose top number is 200.

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?

In the following sum the letters A, B, C, D, E and F stand for six distinct digits. Find all the ways of replacing the letters with digits so that the arithmetic is correct.

Three dice are placed in a row. Find a way to turn each one so that the three numbers on top of the dice total the same as the three numbers on the front of the dice. Can you find all the ways to do. . . .

Liam's house has a staircase with 12 steps. He can go down the steps one at a time or two at time. In how many different ways can Liam go down the 12 steps?

Blue Flibbins are so jealous of their red partners that they will not leave them on their own with any other bue Flibbin. What is the quickest way of getting the five pairs of Flibbins safely to. . . .

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

Draw some quadrilaterals on a 9-point circle and work out the angles. Is there a theorem?

Baker, Cooper, Jones and Smith are four people whose occupations are teacher, welder, mechanic and programmer, but not necessarily in that order. What is each person’s occupation?

Choose any three by three square of dates on a calendar page...

Can you find different ways of creating paths using these paving slabs?

Use your logical reasoning to work out how many cows and how many sheep there are in each field.

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.

A game for 2 players that can be played online. Players take it in turns to select a word from the 9 words given. The aim is to select all the occurrences of the same letter.

Arrange the numbers 1 to 16 into a 4 by 4 array. Choose a number. Cross out the numbers on the same row and column. Repeat this process. Add up you four numbers. Why do they always add up to 34?

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

There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. How old are the children?

Toni Beardon has chosen this article introducing a rich area for practical exploration and discovery in 3D geometry

Are these statements relating to odd and even numbers always true, sometimes true or never true?

In how many distinct ways can six islands be joined by bridges so that each island can be reached from every other island...

When is it impossible to make number sandwiches?

Are these statements always true, sometimes true or never true?

Four of these clues are needed to find the chosen number on this grid and four are true but do nothing to help in finding the number. Can you sort out the clues and find the number?

Is it possible to rearrange the numbers 1,2......12 around a clock face in such a way that every two numbers in adjacent positions differ by any of 3, 4 or 5 hours?

What happens when you add three numbers together? Will your answer be odd or even? How do you know?

Patterns that repeat in a line are strangely interesting. How many types are there and how do you tell one type from another?

This addition sum uses all ten digits 0, 1, 2...9 exactly once. Find the sum and show that the one you give is the only possibility.

Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?

Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.

Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.

What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.

Consider the equation 1/a + 1/b + 1/c = 1 where a, b and c are natural numbers and 0 < a < b < c. Prove that there is only one set of values which satisfy this equation.

A paradox is a statement that seems to be both untrue and true at the same time. This article looks at a few examples and challenges you to investigate them for yourself.

If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable. Decide which of these diagrams are traversable.

Points A, B and C are the centres of three circles, each one of which touches the other two. Prove that the perimeter of the triangle ABC is equal to the diameter of the largest circle.

Find the area of the annulus in terms of the length of the chord which is tangent to the inner circle.

When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

This article stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.

Construct two equilateral triangles on a straight line. There are two lengths that look the same - can you prove it?

Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?

This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.

Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?

Are these statements always true, sometimes true or never true?

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps?

Powers of numbers behave in surprising ways. Take a look at some of these and try to explain why they are true.

Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?