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?
Here are two kinds of spirals for you to explore. What do you notice?
Find a route from the outside to the inside of this square, stepping on as many tiles as possible.
Are these statements relating to odd and even numbers always true, sometimes true or never true?
This task encourages you to investigate the number of edging pieces and panes in different sized windows.
Can you explain the strategy for winning this game with any target?
Can you dissect an equilateral triangle into 6 smaller ones? What number of smaller equilateral triangles is it NOT possible to dissect a larger equilateral triangle into?
Watch this film carefully. Can you find a general rule for explaining when the dot will be this same distance from the horizontal axis?
This challenge asks you to imagine a snake coiling on itself.
This activity involves rounding four-digit numbers to the nearest thousand.
Take a look at the video of this trick. Can you perform it yourself? Why is this maths and not magic?
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
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.
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Got It game for an adult and child. How can you play so that you know you will always win?
One block is needed to make an up-and-down staircase, with one step up and one step down. How many blocks would be needed to build an up-and-down staircase with 5 steps up and 5 steps down?
Make some loops out of regular hexagons. What rules can you discover?
Can you explain how this card trick works?
Delight your friends with this cunning trick! Can you explain how it works?
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?
I added together some of my neighbours' house numbers. Can you explain the patterns I noticed?
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
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?
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.
Find the sum and difference between a pair of two-digit numbers. Now find the sum and difference between the sum and difference! What happens?
Find some examples of pairs of numbers such that their sum is a factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and 16 is a factor of 48.
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.
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
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?
This challenge focuses on finding the sum and difference of pairs of two-digit numbers.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
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.
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.
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. . . .
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.
Can you describe this route to infinity? Where will the arrows take you next?
Charlie has made a Magic V. Can you use his example to make some more? And how about Magic Ls, Ns and Ws?
Can you find sets of sloping lines that enclose a square?
In this problem we are looking at sets of parallel sticks that cross each other. What is the least number of crossings you can make? And the greatest?
How many ways can you find to do up all four buttons on my coat? How about if I had five buttons? Six ...?
Sweets are given out to party-goers in a particular way. Investigate the total number of sweets received by people sitting in different positions.
A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?
This challenge, written for the Young Mathematicians' Award, invites you to explore 'centred squares'.
Here are some arrangements of circles. How many circles would I need to make the next size up for each? Can you create your own arrangement and investigate the number of circles it needs?
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?
Does this 'trick' for calculating multiples of 11 always work? Why or why not?
An investigation that gives you the opportunity to make and justify predictions.
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?