What is the ratio of the area of a square inscribed in a semicircle to the area of the square inscribed in the entire circle?

A red square and a blue square overlap so that the corner of the red square rests on the centre of the blue square. Show that, whatever the orientation of the red square, it covers a quarter of the. . . .

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.

If you continue the pattern, can you predict what each of the following areas will be? Try to explain your prediction.

What is the volume of the solid formed by rotating this right angled triangle about the hypotenuse?

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.

It's easy to work out the areas of most squares that we meet, but what if they were tilted?

It would be nice to have a strategy for disentangling any tangled ropes...

ABC and DEF are equilateral triangles of side 3 and 4 respectively. Construct an equilateral triangle whose area is the sum of the area of ABC and DEF.

First of all, pick the number of times a week that you would like to eat chocolate. Multiply this number by 2...

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. . . .

Can you see how to build a harmonic triangle? Can you work out the next two rows?

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

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.

Show that for any triangle it is always possible to construct 3 touching circles with centres at the vertices. Is it possible to construct touching circles centred at the vertices of any polygon?

What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =

With one cut a piece of card 16 cm by 9 cm can be made into two pieces which can be rearranged to form a square 12 cm by 12 cm. Explain how this can be done.

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.

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.

Is there an efficient way to work out how many factors a large number has?

Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?

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?

Jo has three numbers which she adds together in pairs. When she does this she has three different totals: 11, 17 and 22 What are the three numbers Jo had to start with?”

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.

Nim-7 game for an adult and child. Who will be the one to take the last counter?

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.

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

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.

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.

Investigate the different ways that fifteen schools could have given money in a charity fundraiser.

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

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?

Explore the area of families of parallelograms and triangles. Can you find rules to work out the areas?

Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice?

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

Got It game for an adult and child. How can you play so that you know you will always win?

Can you find the values at the vertices when you know the values on the edges of these multiplication arithmagons?

Charlie and Alison have been drawing patterns on coordinate grids. Can you picture where the patterns lead?

What's the largest volume of box you can make from a square of paper?

Jo made a cube from some smaller cubes, painted some of the faces of the large cube, and then took it apart again. 45 small cubes had no paint on them at all. How many small cubes did Jo use?

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

Can you explain the surprising results Jo found when she calculated the difference between square numbers?

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

Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.

Sets of integers like 3, 4, 5 are called Pythagorean Triples, because they could be the lengths of the sides of a right-angled triangle. Can you find any more?