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

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

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

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

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

Can you explain the strategy for winning this game with any target?

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

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?

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

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?

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

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

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

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

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

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. . . .

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

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

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 some examples of pairs of numbers such that their sum is a factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and 16 is a factor of 48.

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. . . .

Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?

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?

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

The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.

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. . . .

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.

Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?

Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?

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

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

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?

What size square corners should be cut from a square piece of paper to make a box with the largest possible volume?

Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?

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

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?

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

Polygons drawn on square dotty paper have dots on their perimeter (p) and often internal (i) ones as well. Find a relationship between p, i and the area of the polygons.

Explore the effect of reflecting in two parallel mirror lines.

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

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.

A red square and a blue square overlap so that the corner of the red square rests on the centre of the blue square. Show that, whatever the orientation of the red square, it covers a quarter of the. . . .

Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .

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?

Start with two numbers and generate a sequence where the next number is the mean of the last two numbers...

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. . . .

Explore the effect of reflecting in two intersecting mirror lines.

Explore the effect of combining enlargements.