This problem is intended to get children to look really hard at something they will see many times in the next few months.

The red ring is inside the blue ring in this picture. Can you rearrange the rings in different ways? Perhaps you can overlap them or put one outside another?

Investigate these hexagons drawn from different sized equilateral triangles.

Can you make the most extraordinary, the most amazing, the most unusual patterns/designs from these triangles which are made in a special way?

Can you find out how the 6-triangle shape is transformed in these tessellations? Will the tessellations go on for ever? Why or why not?

Is there a best way to stack cans? What do different supermarkets do? How high can you safely stack the cans?

Bernard Bagnall describes how to get more out of some favourite NRICH investigations.

Investigate the numbers that come up on a die as you roll it in the direction of north, south, east and west, without going over the path it's already made.

These pictures show squares split into halves. Can you find other ways?

This practical investigation invites you to make tessellating shapes in a similar way to the artist Escher.

This practical problem challenges you to create shapes and patterns with two different types of triangle. You could even try overlapping them.

Explore the triangles that can be made with seven sticks of the same length.

Can you make these equilateral triangles fit together to cover the paper without any gaps between them? Can you tessellate isosceles triangles?

If I use 12 green tiles to represent my lawn, how many different ways could I arrange them? How many border tiles would I need each time?

Here is your chance to investigate the number 28 using shapes, cubes ... in fact anything at all.

Try continuing these patterns made from triangles. Can you create your own repeating pattern?

Why does the tower look a different size in each of these pictures?

Explore ways of colouring this set of triangles. Can you make symmetrical patterns?

In my local town there are three supermarkets which each has a special deal on some products. If you bought all your shopping in one shop, where would be the cheapest?

This challenge asks you to investigate the total number of cards that would be sent if four children send one to all three others. How many would be sent if there were five children? Six?

Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?

A follow-up activity to Tiles in the Garden.

Explore Alex's number plumber. What questions would you like to ask? Don't forget to keep visiting NRICH projects site for the latest developments and questions.

Follow the directions for circling numbers in the matrix. Add all the circled numbers together. Note your answer. Try again with a different starting number. What do you notice?

Here are many ideas for you to investigate - all linked with the number 2000.

Investigate the area of 'slices' cut off this cube of cheese. What would happen if you had different-sized block of cheese to start with?

Make new patterns from simple turning instructions. You can have a go using pencil and paper or with a floor robot.

What is the largest number of circles we can fit into the frame without them overlapping? How do you know? What will happen if you try the other shapes?

This activity asks you to collect information about the birds you see in the garden. Are there patterns in the data or do the birds seem to visit randomly?

In this challenge, you will work in a group to investigate circular fences enclosing trees that are planted in square or triangular arrangements.

What do these two triangles have in common? How are they related?

Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?

Investigate and explain the patterns that you see from recording just the units digits of numbers in the times tables.

Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.

In this investigation we are going to count the number of 1s, 2s, 3s etc in numbers. Can you predict what will happen?

These pictures were made by starting with a square, finding the half-way point on each side and joining those points up. You could investigate your own starting shape.

Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?

Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.

While we were sorting some papers we found 3 strange sheets which seemed to come from small books but there were page numbers at the foot of each page. Did the pages come from the same book?

Investigate the different ways these aliens count in this challenge. You could start by thinking about how each of them would write our number 7.

Take a look at these data collected by children in 1986 as part of the Domesday Project. What do they tell you? What do you think about the way they are presented?

We went to the cinema and decided to buy some bags of popcorn so we asked about the prices. Investigate how much popcorn each bag holds so find out which we might have bought.

Arrange your fences to make the largest rectangular space you can. Try with four fences, then five, then six etc.

The ancient Egyptians were said to make right-angled triangles using a rope with twelve equal sections divided by knots. What other triangles could you make if you had a rope like this?

Sort the houses in my street into different groups. Can you do it in any other ways?

Vincent and Tara are making triangles with the class construction set. They have a pile of strips of different lengths. How many different triangles can they make?

We need to wrap up this cube-shaped present, remembering that we can have no overlaps. What shapes can you find to use?