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?

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

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

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

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?

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?

Got It game for an adult and child. How can you play so that you know you will always win?

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.

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?

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

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

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

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.

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.

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

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

Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs?

Charlie and Abi put a counter on 42. They wondered if they could visit all the other numbers on their 1-100 board, moving the counter using just these two operations: x2 and -5. What do you think?

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?

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

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

Nim-7 game for an adult and child. Who will be the one to take the last counter?

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

To avoid losing think of another very well known game where the patterns of play are similar.

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?

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

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?

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

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. . . .

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?

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.

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. . . .

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?

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

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. . . .

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

Explore the effect of combining enlargements.

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.

Explore the effect of reflecting in two intersecting mirror lines.

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.

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 winner is the player to take the last counter.

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.

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