Just four procedures were used to produce a design. How was it done? Can you be systematic and elegant so that someone can follow your logic?

Remember that you want someone following behind you to see where you went. Can yo work out how these patterns were created and recreate them?

Pentagram Pylons - can you elegantly recreate them? Or, the European flag in LOGO - what poses the greater problem?

Explore this how this program produces the sequences it does. What are you controlling when you change the values of the variables?

A pair of Sudokus with lots in common. In fact they are the same problem but rearranged. Can you find how they relate to solve them both?

Take three whole numbers. The differences between them give you three new numbers. Find the differences between the new numbers and keep repeating this. What happens?

Move your counters through this snake of cards and see how far you can go. Are you surprised by where you end up?

This second Sudoku article discusses "Corresponding Sudokus" which are pairs of Sudokus with terms that can be matched using a substitution rule.

Can you recreate these designs? What are the basic units? What movement is required between each unit? Some elegant use of procedures will help - variables not essential.

Countries from across the world competed in a sports tournament. Can you devise an efficient strategy to work out the order in which they finished?

A Sudoku based on clues that give the differences between adjacent cells.

My two digit number is special because adding the sum of its digits to the product of its digits gives me my original number. What could my number be?

Special clue numbers related to the difference between numbers in two adjacent cells and values of the stars in the "constellation" make this a doubly interesting problem.

Make your own double-sided magic square. But can you complete both sides once you've made the pieces?

Given the nets of 4 cubes with the faces coloured in 4 colours, build a tower so that on each vertical wall no colour is repeated, that is all 4 colours appear.

In this article, the NRICH team describe the process of selecting solutions for publication on the site.

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.

Time for a little mathemagic! Choose any five cards from a pack and show four of them to your partner. How can they work out the fifth?

Imagine you have an unlimited number of four types of triangle. How many different tetrahedra can you make?

Many natural systems appear to be in equilibrium until suddenly a critical point is reached, setting up a mudslide or an avalanche or an earthquake. In this project, students will use a simple. . . .

This sudoku requires you to have "double vision" - two Sudoku's for the price of one

Can you use your powers of logic and deduction to work out the missing information in these sporty situations?

There is a long tradition of creating mazes throughout history and across the world. This article gives details of mazes you can visit and those that you can tackle on paper.

In this Sudoku, there are three coloured "islands" in the 9x9 grid. Within each "island" EVERY group of nine cells that form a 3x3 square must contain the numbers 1 through 9.

Draw some isosceles triangles with an area of $9$cm$^2$ and a vertex at (20,20). If all the vertices must have whole number coordinates, how many is it possible to draw?

If you have only 40 metres of fencing available, what is the maximum area of land you can fence off?

The puzzle can be solved with the help of small clue-numbers which are either placed on the border lines between selected pairs of neighbouring squares of the grid or placed after slash marks on. . . .

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

Place the 16 different combinations of cup/saucer in this 4 by 4 arrangement so that no row or column contains more than one cup or saucer of the same colour.

Ben passed a third of his counters to Jack, Jack passed a quarter of his counters to Emma and Emma passed a fifth of her counters to Ben. After this they all had the same number of counters.

Whenever a monkey has peaches, he always keeps a fraction of them each day, gives the rest away, and then eats one. How long could he make his peaches last for?

It is possible to identify a particular card out of a pack of 15 with the use of some mathematical reasoning. What is this reasoning and can it be applied to other numbers of cards?

Use the differences to find the solution to this Sudoku.

60 pieces and a challenge. What can you make and how many of the pieces can you use creating skeleton polyhedra?

This pair of linked Sudokus matches letters with numbers and hides a seasonal greeting. Can you find it?

A cinema has 100 seats. Show how it is possible to sell exactly 100 tickets and take exactly £100 if the prices are £10 for adults, 50p for pensioners and 10p for children.

A Latin square of order n is an array of n symbols in which each symbol occurs exactly once in each row and exactly once in each column.

Mr Smith and Mr Jones are two maths teachers. By asking questions, the answers to which may be right or wrong, Mr Jones is able to find the number of the house Mr Smith lives in... Or not!

Four small numbers give the clue to the contents of the four surrounding cells.

The puzzle can be solved by finding the values of the unknown digits (all indicated by asterisks) in the squares of the $9\times9$ grid.

Two sudokus in one. Challenge yourself to make the necessary connections.

If you take a three by three square on a 1-10 addition square and multiply the diagonally opposite numbers together, what is the difference between these products. Why?

Have a go at this game which has been inspired by the Big Internet Math-Off 2019. Can you gain more columns of lily pads than your opponent?

A challenging activity focusing on finding all possible ways of stacking rods.

This challenging activity involves finding different ways to distribute fifteen items among four sets, when the sets must include three, four, five and six items.

This challenge extends the Plants investigation so now four or more children are involved.

An introduction to the binomial coefficient, and exploration of some of the formulae it satisfies.