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

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

Janine noticed, while studying some cube numbers, that if you take three consecutive whole numbers and multiply them together and then add the middle number of the three, you get the middle number. . . .

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

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. . . .

Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make?

Make some loops out of regular hexagons. What rules can you discover?

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

Can you figure out how sequences of beach huts are generated?

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?

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?

Take a look at the multiplication square. The first eleven triangle numbers have been identified. Can you see a pattern? Does the pattern continue?

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?

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?

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?

Investigate sequences given by $a_n = \frac{1+a_{n-1}}{a_{n-2}}$ for different choices of the first two terms. Make a conjecture about the behaviour of these sequences. Can you prove your conjecture?

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

Think of a number, add one, double it, take away 3, add the number you first thought of, add 7, divide by 3 and take away the number you first thought of. You should now be left with 2. How do I. . . .

The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.

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

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.

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

The diagram illustrates the formula: 1 + 3 + 5 + ... + (2n - 1) = n² Use the diagram to show that any odd number is the difference of two squares.

Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.

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. . . .

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?

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

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?”

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.

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

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?

Start with two numbers and generate a sequence where the next number is the mean of the last two numbers...

Alf Coles writes about how he tries to create 'spaces for exploration' for the students in his classrooms.

An account of some magic squares and their properties and and how to construct them for yourself.

Is there a relationship between the coordinates of the endpoints of a line and the number of grid squares it crosses?

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

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. . . .

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

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.

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.

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

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. . . .

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. . . .

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?