The foreknowledge that a given school mathematics problem might have no specific solution or no solution at all affords students the challenge of investing careful consideration in the explicit problem conditions, as well as in the problem's unstated assumptions. Hence, the implication is that mathematics teachers, rather than speaking to their students in terms of solving problems, might better direct their students in terms of "resolving" problems, that is, either finding an acceptable solution or establishing why no solution exists. A much higher level of mathematical reasoning than that found in traditional classroom settings is required in making decisions about why there is no solution; perhaps, a still higher level of reasoning is necessary for students to modify the contents of such problems and provide for possible solutions. This problem resource book contains over 150 problems ranging over difficulty levels appropriate for grades 4-9. With about half the problems having no solution as written, the book is divided into four sections: area/volume, fractions, locus-of-points, and inverse operations. Each section contains answer keys for the teacher and suggestions for class presentation. (JJK)