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...

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?”

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.

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.

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.

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

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

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. . . .

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.

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

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.

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?

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. . . .

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?

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.

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

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

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

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

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?

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.

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?

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. . . .

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?

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

Can you see how to build a harmonic triangle? Can you work out the next two rows?

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

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

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

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

Imagine you have a large supply of 3kg and 8kg weights. How many of each weight would you need for the average (mean) of the weights to be 6kg? What other averages could you have?

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. . . .

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

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

Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?

Explore the effect of reflecting in two intersecting mirror lines.

Explore the effect of combining enlargements.

In how many ways can you arrange three dice side by side on a surface so that the sum of the numbers on each of the four faces (top, bottom, front and back) is equal?

Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?

Great Granddad is very proud of his telegram from the Queen congratulating him on his hundredth birthday and he has friends who are even older than he is... When was he born?

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

It would be nice to have a strategy for disentangling any tangled ropes...