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

What happens when you round these numbers to the nearest whole number?

Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.

Use two dice to generate two numbers with one decimal place. What happens when you round these numbers to the nearest whole number?

For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?

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.

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

Delight your friends with this cunning trick! Can you explain how it works?

What happens when you round these three-digit numbers to the nearest 100?

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

Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.

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?

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

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?

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. . . .

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

Consider all two digit numbers (10, 11, . . . ,99). In writing down all these numbers, which digits occur least often, and which occur most often ? What about three digit numbers, four digit numbers. . . .

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

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

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?

How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?

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

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

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

A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?

The Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.

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.

These squares have been made from Cuisenaire rods. Can you describe the pattern? What would the next square look like?

Benâ€™s class were cutting up number tracks. First they cut them into twos and added up the numbers on each piece. What patterns could they see?

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.

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.

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

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

In how many different ways can you break up a stick of 7 interlocking cubes? Now try with a stick of 8 cubes and a stick of 6 cubes.

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?

Can all unit fractions be written as the sum of two unit fractions?

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

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

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

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 put the numbers 1-5 in the V shape so that both 'arms' have the same total?

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

While we were sorting some papers we found 3 strange sheets which seemed to come from small books but there were page numbers at the foot of each page. Did the pages come from the same book?

This challenge encourages you to explore dividing a three-digit number by a single-digit number.

What would be the smallest number of moves needed to move a Knight from a chess set from one corner to the opposite corner of a 99 by 99 square board?

Take any two digit number, for example 58. What do you have to do to reverse the order of the digits? Can you find a rule for reversing the order of digits for any two digit number?