Four of these clues are needed to find the chosen number on this grid and four are true but do nothing to help in finding the number. Can you sort out the clues and find the number?

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?

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

Find some triples of whole numbers a, b and c such that a^2 + b^2 + c^2 is a multiple of 4. Is it necessarily the case that a, b and c must all be even? If so, can you explain why?

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

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

Use your logical reasoning to work out how many cows and how many sheep there are in each field.

Can you find different ways of creating paths using these paving slabs?

Make a set of numbers that use all the digits from 1 to 9, once and once only. Add them up. The result is divisible by 9. Add each of the digits in the new number. What is their sum? Now try some. . . .

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

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

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

Can you arrange the numbers 1 to 17 in a row so that each adjacent pair adds up to a square number?

Powers of numbers behave in surprising ways. Take a look at some of these and try to explain why they are true.

Three dice are placed in a row. Find a way to turn each one so that the three numbers on top of the dice total the same as the three numbers on the front of the dice. Can you find all the ways to do. . . .

Use the numbers in the box below to make the base of a top-heavy pyramid whose top number is 200.

This addition sum uses all ten digits 0, 1, 2...9 exactly once. Find the sum and show that the one you give is the only possibility.

In the following sum the letters A, B, C, D, E and F stand for six distinct digits. Find all the ways of replacing the letters with digits so that the arithmetic is correct.

Arrange the numbers 1 to 16 into a 4 by 4 array. Choose a number. Cross out the numbers on the same row and column. Repeat this process. Add up you four numbers. Why do they always add up to 34?

You have been given nine weights, one of which is slightly heavier than the rest. Can you work out which weight is heavier in just two weighings of the balance?

Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?

There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. How old are the children?

Consider the equation 1/a + 1/b + 1/c = 1 where a, b and c are natural numbers and 0 < a < b < c. Prove that there is only one set of values which satisfy this equation.

Is it possible to rearrange the numbers 1,2......12 around a clock face in such a way that every two numbers in adjacent positions differ by any of 3, 4 or 5 hours?

A game for 2 players that can be played online. Players take it in turns to select a word from the 9 words given. The aim is to select all the occurrences of the same letter.

In how many distinct ways can six islands be joined by bridges so that each island can be reached from every other island...

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

Choose any three by three square of dates on a calendar page...

You can work out the number someone else is thinking of as follows. Ask a friend to think of any natural number less than 100. Then ask them to tell you the remainders when this number is divided by. . . .

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.

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

A paradox is a statement that seems to be both untrue and true at the same time. This article looks at a few examples and challenges you to investigate them for yourself.

I start with a red, a blue, a green and a yellow marble. I can trade any of my marbles for three others, one of each colour. Can I end up with exactly two marbles of each colour?

Find the area of the annulus in terms of the length of the chord which is tangent to the inner circle.

What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.

I start with a red, a green and a blue marble. I can trade any of my marbles for two others, one of each colour. Can I end up with five more blue marbles than red after a number of such trades?

Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.

From a group of any 4 students in a class of 30, each has exchanged Christmas cards with the other three. Show that some students have exchanged cards with all the other students in the class. How. . . .

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.

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.

Here are some examples of 'cons', and see if you can figure out where the trick is.

Six points are arranged in space so that no three are collinear. How many line segments can be formed by joining the points in pairs?

A standard die has the numbers 1, 2 and 3 are opposite 6, 5 and 4 respectively so that opposite faces add to 7? If you make standard dice by writing 1, 2, 3, 4, 5, 6 on blank cubes you will find. . . .

Nine cross country runners compete in a team competition in which there are three matches. If you were a judge how would you decide who would win?

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.

Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps?

Show that among the interior angles of a convex polygon there cannot be more than three acute angles.