In this article for teachers, Bernard gives an example of taking an
initial activity and getting questions going that lead to other
Bernard Bagnall looks at what 'problem solving' might really mean
in the context of primary classrooms.
Why does the tower look a different size in each of these pictures?
Bernard Bagnall describes how to get more out of some favourite
This problem is intended to get children to look really hard at something they will see many times in the next few months.
Explore Alex's number plumber. What questions would you like to ask? Don't forget to keep visiting NRICH projects site for the latest developments and questions.
In this challenge, you will work in a group to investigate circular
fences enclosing trees that are planted in square or triangular
These caterpillars have 16 parts. What different shapes do they make if each part lies in the small squares of a 4 by 4 square?
This activity asks you to collect information about the birds you
see in the garden. Are there patterns in the data or do the birds
seem to visit randomly?
An investigation that gives you the opportunity to make and justify
Explore the different tunes you can make with these five gourds.
What are the similarities and differences between the two tunes you
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
All types of mathematical problems serve a useful purpose in
mathematics teaching, but different types of problem will achieve
different learning objectives. In generalmore open-ended problems
have. . . .
What is the smallest number of tiles needed to tile this patio? Can
you investigate patios of different sizes?
How many shapes can you build from three red and two green cubes? Can you use what you've found out to predict the number for four red and two green?
I cut this square into two different shapes. What can you say about
the relationship between them?
This challenge asks you to investigate the total number of cards that would be sent if four children send one to all three others. How many would be sent if there were five children? Six?
Can you find ways of joining cubes together so that 28 faces are
Using different numbers of sticks, how many different triangles are
you able to make? Can you make any rules about the numbers of
sticks that make the most triangles?
Here is your chance to investigate the number 28 using shapes,
cubes ... in fact anything at all.
How many different ways can you find of fitting five hexagons
together? How will you know you have found all the ways?
48 is called an abundant number because it is less than the sum of its factors (without itself). Can you find some more abundant numbers?
Is there a best way to stack cans? What do different supermarkets
do? How high can you safely stack the cans?
What do these two triangles have in common? How are they related?
Use the interactivity to investigate what kinds of triangles can be
drawn on peg boards with different numbers of pegs.
Investigate what happens when you add house numbers along a street
in different ways.
An activity making various patterns with 2 x 1 rectangular tiles.
Explore ways of colouring this set of triangles. Can you make
In this investigation, you must try to make houses using cubes. If
the base must not spill over 4 squares and you have 7 cubes which
stand for 7 rooms, what different designs can you come up with?
In my local town there are three supermarkets which each has a
special deal on some products. If you bought all your shopping in
one shop, where would be the cheapest?
Sort the houses in my street into different groups. Can you do it in any other ways?
This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether!
Try continuing these patterns made from triangles. Can you create your own repeating pattern?
Vincent and Tara are making triangles with the class construction set. They have a pile of strips of different lengths. How many different triangles can they make?
In this investigation, you are challenged to make mobile phone
numbers which are easy to remember. What happens if you make a
sequence adding 2 each time?
What is the largest cuboid you can wrap in an A3 sheet of paper?
What is the smallest cuboid that you can put in this box so that
you cannot fit another that's the same into it?
The red ring is inside the blue ring in this picture. Can you rearrange the rings in different ways? Perhaps you can overlap them or put one outside another?
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?
Can you find out how the 6-triangle shape is transformed in these
tessellations? Will the tessellations go on for ever? Why or why
If the answer's 2010, what could the question be?
This article for teachers suggests ideas for activities built around 10 and 2010.
This challenge extends the Plants investigation so now four or more children are involved.
This challenging activity involves finding different ways to distribute fifteen items among four sets, when the sets must include three, four, five and six items.
Take a look at these data collected by children in 1986 as part of the Domesday Project. What do they tell you? What do you think about the way they are presented?
Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.
Explore one of these five pictures.
Can you create more models that follow these rules?
How many models can you find which obey these rules?
It starts quite simple but great opportunities for number discoveries and patterns!