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Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?

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Are these statements always true, sometimes true or never true?

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This challenge combines addition, multiplication, perseverance and even proof.

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This challenge encourages you to explore dividing a three-digit number by a single-digit number.

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Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?

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Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?

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Watch this video to see how to roll the dice. Now it's your turn! What do you notice about the dice numbers you have recorded?

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I added together some of my neighbours' house numbers. Can you explain the patterns I noticed?

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Is it possible to draw a 5-pointed star without taking your pencil off the paper? Is it possible to draw a 6-pointed star in the same way without taking your pen off?

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This task combines spatial awareness with addition and multiplication.

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Think of a two digit number, reverse the digits, and add the numbers together. Something special happens...

This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.

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What happens when you add three numbers together? Will your answer be odd or even? How do you know?

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Explore the relationship between simple linear functions and their graphs.

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An investigation that gives you the opportunity to make and justify predictions.

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This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like?

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Throughout these challenges, the touching faces of any adjacent dice must have the same number. Can you find a way of making the total on the top come to each number from 11 to 18 inclusive?

Find out about Magic Squares in this article written for students. Why are they magic?!

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

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Are these statements relating to odd and even numbers always true, sometimes true or never true?

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Here are two kinds of spirals for you to explore. What do you notice?

This article for teachers discusses examples of problems in which there is no obvious method but in which children can be encouraged to think deeply about the context and extend their ability to. . . .

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Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?

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Use the information about the ducks on a particular farm to find out which of the statements about them must be true.

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

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Investigate the totals you get when adding numbers on the diagonal of this pattern in threes.

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Make some loops out of regular hexagons. What rules can you discover?

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For this task, you'll need an A4 sheet and two A5 transparent sheets. Decide on a way of arranging the A5 sheets on top of the A4 sheet and explore ...

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In sheep talk the only letters used are B and A. A sequence of words is formed by following certain rules. What do you notice when you count the letters in each word?

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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.

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Are these statements always true, sometimes true or never true?

Alf Coles writes about how he tries to create 'spaces for exploration' for the students in his classrooms.

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What's the greatest number of sides a polygon on a dotty grid could have?

In this article for primary teachers, Fran describes her passion for paper folding as a springboard for mathematics.