In this game for two players, the idea is to take it in turns to choose 1, 3, 5 or 7. The winner is the first to make the total 37.

Use your addition and subtraction skills, combined with some strategic thinking, to beat your partner at this game.

Nim-7 game for an adult and child. Who will be the one to take the last counter?

Try entering different sets of numbers in the number pyramids. How does the total at the top change?

Here are some arrangements of circles. How many circles would I need to make the next size up for each? Can you create your own arrangement and investigate the number of circles it needs?

A game for 2 players. Set out 16 counters in rows of 1,3,5 and 7. Players take turns to remove any number of counters from a row. The player left with the last counter looses.

The aim of the game is to slide the green square from the top right hand corner to the bottom left hand corner in the least number of moves.

Can you explain the strategy for winning this game with any target?

Can you work out how to win this game of Nim? Does it matter if you go first or second?

Watch this film carefully. Can you find a general rule for explaining when the dot will be this same distance from the horizontal axis?

This task encourages you to investigate the number of edging pieces and panes in different sized windows.

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

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.

Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this?

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

Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?

Got It game for an adult and child. How can you play so that you know you will always win?

Strike it Out game for an adult and child. Can you stop your partner from being able to go?

Find a route from the outside to the inside of this square, stepping on as many tiles as possible.

Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.

Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?

Does this 'trick' for calculating multiples of 11 always work? Why or why not?

How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?

In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.

Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The winner is the player to take the last counter.

A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.

How many centimetres of rope will I need to make another mat just like the one I have here?

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

Only one side of a two-slice toaster is working. What is the quickest way to toast both sides of three slices of bread?

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

Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.

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

We can show that (x + 1)² = x² + 2x + 1 by considering the area of an (x + 1) by (x + 1) square. Show in a similar way that (x + 2)² = x² + 4x + 4

What can you say about these shapes? This problem challenges you to create shapes with different areas and perimeters.

Here are two kinds of spirals for you to explore. What do you notice?

What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?

One block is needed to make an up-and-down staircase, with one step up and one step down. How many blocks would be needed to build an up-and-down staircase with 5 steps up and 5 steps down?

Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

Try out this number trick. What happens with different starting numbers? What do you notice?

Tom and Ben visited Numberland. Use the maps to work out the number of points each of their routes scores.

This activity involves rounding four-digit numbers to the nearest thousand.

How many different journeys could you make if you were going to visit four stations in this network? How about if there were five stations? Can you predict the number of journeys for seven stations?

Take a look at the video of this trick. Can you perform it yourself? Why is this maths and not magic?

Can you find all the ways to get 15 at the top of this triangle of numbers? Many opportunities to work in different ways.

This task follows on from Build it Up and takes the ideas into three dimensions!

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

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

Watch this video to see how to roll the dice. Now it's your turn! What do you notice about the dice numbers you have recorded?

Can you dissect an equilateral triangle into 6 smaller ones? What number of smaller equilateral triangles is it NOT possible to dissect a larger equilateral triangle into?