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

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

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?

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

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

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

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

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

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.

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

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

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.

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

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

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

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!

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.

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

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. . . .

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?

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

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

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.

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

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?

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?

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

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?

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

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.

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

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 Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.

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

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

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.

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. . . .

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. . . .

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

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.

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?

Jo made a cube from some smaller cubes, painted some of the faces of the large cube, and then took it apart again. 45 small cubes had no paint on them at all. How many small cubes did Jo use?

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?