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?

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.

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?

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

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?

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.

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

For this challenge, you'll need to play Got It! Can you explain the strategy for winning this game with any target?

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

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

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. . . .

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

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.

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.

The triangle OMN has vertices on the axes with whole number co-ordinates. How many points with whole number coordinates are there on the hypotenuse MN?

The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = nÂ² Use the diagram to show that any odd number is the difference of two squares.

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

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?

Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?

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

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

Sets of integers like 3, 4, 5 are called Pythagorean Triples, because they could be the lengths of the sides of a right-angled triangle. Can you find any more?

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?

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

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

How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?

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.

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

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 you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?

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

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.

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

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. . . .

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.

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

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

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

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?

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

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

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 loser is the player who takes the last counter.

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