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?

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

Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.

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

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?

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.

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

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

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

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

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?

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

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

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?

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

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?

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.

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

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

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.

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

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

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?

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

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

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

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.

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?

Can you find all the ways to get 15 at the top of this triangle of numbers?

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

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. . . .

Take a counter and surround it by a ring of other counters that MUST touch two others. How many are needed?

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.

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

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.

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

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.

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

What happens if you join every second point on this circle? How about every third point? Try with different steps and see if you can predict what will happen.

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

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 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?

We can arrange dots in a similar way to the 5 on a dice and they usually sit quite well into a rectangular shape. How many altogether in this 3 by 5? What happens for other sizes?

Compare the numbers of particular tiles in one or all of these three designs, inspired by the floor tiles of a church in Cambridge.

In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square?

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?