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

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

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

A game for 2 players with similaritlies to NIM. Place one counter on each spot on the games board. Players take it is turns to remove 1 or 2 adjacent counters. The winner picks up the last counter.

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.

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.

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.

Can you describe this route to infinity? Where will the arrows take you next?

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.

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.

Jo has three numbers which she adds together in pairs. When she does this she has three different totals: 11, 17 and 22 What are the three numbers Jo had to start with?”

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

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

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.

A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .

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.

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

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

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.

Imagine starting with one yellow cube and covering it all over with a single layer of red cubes, and then covering that cube with a layer of blue cubes. How many red and blue cubes would you need?

Take any whole number between 1 and 999, add the squares of the digits to get a new number. Make some conjectures about what happens in general.

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

List any 3 numbers. It is always possible to find a subset of adjacent numbers that add up to a multiple of 3. Can you explain why and prove it?

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

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

The sum of the numbers 4 and 1 [1/3] is the same as the product of 4 and 1 [1/3]; that is to say 4 + 1 [1/3] = 4 × 1 [1/3]. What other numbers have the sum equal to the product and can this be so for. . . .

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

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

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. . . .

The diagram shows a 5 by 5 geoboard with 25 pins set out in a square array. Squares are made by stretching rubber bands round specific pins. What is the total number of squares that can be made on a. . . .

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

Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?

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

Are these statements 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?

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

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.

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

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

In this problem we are looking at sets of parallel sticks that cross each other. What is the least number of crossings you can make? And the greatest?

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?

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?

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

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

Charlie has moved between countries and the average income of both has increased. How can this be so?

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

It's easy to work out the areas of most squares that we meet, but what if they were tilted?

Can you find the values at the vertices when you know the values on the edges?

Explore the effect of combining enlargements.