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?

I added together some of my neighbours house numbers. Can you explain the patterns I noticed?

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?

Find some triples of whole numbers a, b and c such that a^2 + b^2 + c^2 is a multiple of 4. Is it necessarily the case that a, b and c must all be even? If so, can you explain why?

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?

Make a set of numbers that use all the digits from 1 to 9, once and once only. Add them up. The result is divisible by 9. Add each of the digits in the new number. What is their sum? Now try some. . . .

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

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

How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?

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

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

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

Write down a three-digit number Change the order of the digits to get a different number Find the difference between the two three digit numbers Follow the rest of the instructions then try. . . .

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.

In this 7-sandwich: 7 1 3 1 6 4 3 5 7 2 4 6 2 5 there are 7 numbers between the 7s, 6 between the 6s etc. The article shows which values of n can make n-sandwiches and which cannot.

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.

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

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.

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

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

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. . . .

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

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.

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?

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

You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .

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.

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.

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?

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

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

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 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?

When is it impossible to make number sandwiches?

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.

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

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

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

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.

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.

Here are some examples of 'cons', and see if you can figure out where the trick is.

This article invites you to get familiar with a strategic game called "sprouts". The game is simple enough for younger children to understand, and has also provided experienced mathematicians with. . . .

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

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.

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