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?

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

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

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.

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

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

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

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

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

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.

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?

Choose any 3 digits and make a 6 digit number by repeating the 3 digits in the same order (e.g. 594594). Explain why whatever digits you choose the number will always be divisible by 7, 11 and 13.

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.

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

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?

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

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

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.

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

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.

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.

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

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. . . .

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?

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?

Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?

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

Can you dissect a square into: 4, 7, 10, 13... other squares? 6, 9, 12, 15... other squares? 8, 11, 14... other squares?

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?

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?

With one cut a piece of card 16 cm by 9 cm can be made into two pieces which can be rearranged to form a square 12 cm by 12 cm. Explain how this can be done.

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

Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?

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. . . .

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

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?

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

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.

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

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. . . .

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

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. . . .

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. . . .

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 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. . . .

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

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. . . .