In how many ways can you arrange three dice side by side on a surface so that the sum of the numbers on each of the four faces (top, bottom, front and back) is equal?

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

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. . . .

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

We can show that (x + 1)² = x² + 2x + 1 by considering the area of an (x + 1) by (x + 1) square. Show in a similar way that (x + 2)² = x² + 4x + 4

When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

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.

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.

A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?

Choose any 3 digits and make a 6 digit number by repeating the 3 digits in the same order (e.g. 594594). Explain why whatever digits you choose the number will always be divisible by 7, 11 and 13.

15 = 7 + 8 and 10 = 1 + 2 + 3 + 4. Can you say which numbers can be expressed as the sum of two or more consecutive integers?

The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.

Can you explain the strategy for winning this game with any target?

Can you work out how to win this game of Nim? Does it matter if you go first or second?

This task encourages you to investigate the number of edging pieces and panes in different sized windows.

List any 3 numbers. It is always possible to find a subset of adjacent numbers that add up to a multiple of 3. Can you explain why and prove it?

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.

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?

Consider all two digit numbers (10, 11, . . . ,99). In writing down all these numbers, which digits occur least often, and which occur most often ? What about three digit numbers, four digit numbers. . . .

Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?

Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?

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.

Pick the number of times a week that you eat chocolate. This number must be more than one but less than ten. Multiply this number by 2. Add 5 (for Sunday). Multiply by 50... Can you explain why it. . . .

The sum of the numbers 4 and 1 [1/3] is the same as the product of 4 and 1 [1/3]; that is to say 4 + 1 [1/3] = 4 × 1 [1/3]. What other numbers have the sum equal to the product and can this be so for. . . .

Take any two positive numbers. Calculate the arithmetic and geometric means. Repeat the calculations to generate a sequence of arithmetic means and geometric means. Make a note of what happens to the. . . .

Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?

How many moves does it take to swap over some red and blue frogs? Do you have a method?

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?

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

Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?

How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?

Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?

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 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?

A country has decided to have just two different coins, 3z and 5z coins. Which totals can be made? Is there a largest total that cannot be made? How do you know?

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

Can all unit fractions be written as the sum of two unit fractions?

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

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?

The Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.

Can you find the values at the vertices when you know the values on the edges?

Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?

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

Start with any number of counters in any number of piles. 2 players take it in turns to remove any number of counters from a single pile. The loser is the player who takes the last counter.

A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.

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.

Try entering different sets of numbers in the number pyramids. How does the total at the top change?

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.