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

Many numbers can be expressed as the sum of two or more consecutive integers. For example, 15=7+8 and 10=1+2+3+4. Can you say which numbers can be expressed in this way?

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.

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

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

Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?

Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?

Think of a number, add one, double it, take away 3, add the number you first thought of, add 7, divide by 3 and take away the number you first thought of. You should now be left with 2. How do I. . . .

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. . . .

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

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.

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?

The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?

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

It starts quite simple but great opportunities for number discoveries and patterns!

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

Can you find sets of sloping lines that enclose a square?

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

A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?

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

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.

What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =

How many moves does it take to swap over some red and blue frogs? Do you have a method?

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

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

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. . . .

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

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?

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

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.

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.

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.

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?

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.

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

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

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?

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

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

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

A country has decided to have just two different coins, 3z and 5z coins. Which totals can be made? Is there a largest total that cannot be made? How do you know?

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

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

Take any two positive numbers. Calculate the arithmetic and geometric means. Repeat the calculations to generate a sequence of arithmetic means and geometric means. Make a note of what happens to the. . . .

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