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

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?

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. . . .

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

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

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

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

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.

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.

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?

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. . . .

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

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

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. . . .

Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?

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

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?

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

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

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. . . .

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.

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

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

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.

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

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

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

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?

What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?

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

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. . . .

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

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

Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?

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?

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

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

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

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

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?

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?

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.

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

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

Can all unit fractions be written as the sum of two unit fractions?