Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Sorting the Numbers

Age 5 to 11
Challenge Level Yellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

We had some interesting responses from St. James School in Southam. UK.


James, Mathieu, Morgan and Stephen wrote:


On the large square you add $8$ to each column and on the smaller square you add $6$ each time.

Alex, Isaac, Matty and Emil wrote:


$+8$ downwards, $+9$ diagonally right downwards, $+7$ diagonally left downwards

Lauren, Zoe, Jade and Katie:


The first box is equivalent to $22$, and then we discovered that if you plussed $8$, then that would be your next boxes answer! Following through right until the end of the larger square!

Finally from Leeds in the UK who sent in several neat thoughts, here's just one;

Whilst this was all we had sent in it is probably the case that many of you did some interesting thinking about this but you felt that there was not anything that you could write into an email. Remember that whatever pieces of work come about from the starting point we are interested. LATE LATE NEWS:- Thank you Lady Elizabeth Hastings Primary School, Ledston for a truly wonderful response.


You may also like

Prompt Cards

These two group activities use mathematical reasoning - one is numerical, one geometric.

Consecutive Numbers

An investigation involving adding and subtracting sets of consecutive numbers. Lots to find out, lots to explore.

Exploring Wild & Wonderful Number Patterns

EWWNP means Exploring Wild and Wonderful Number Patterns Created by Yourself! Investigate what happens if we create number patterns using some simple rules.

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo