In this article for teachers, Bernard gives an example of taking an
initial activity and getting questions going that lead to other
In this investigation, we look at Pascal's Triangle in a slightly different way - rotated and with the top line of ones taken off.
Bernard Bagnall looks at what 'problem solving' might really mean
in the context of primary classrooms.
This challenge extends the Plants investigation so now four or more children are involved.
Have a go at this 3D extension to the Pebbles problem.
Why does the tower look a different size in each of these pictures?
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.
Can you find ways of joining cubes together so that 28 faces are
Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?
Here is your chance to investigate the number 28 using shapes,
cubes ... in fact anything at all.
Bernard Bagnall describes how to get more out of some favourite
A group of children are discussing the height of a tall tree. How would you go about finding out its height?
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
A challenging activity focusing on finding all possible ways of stacking rods.
It starts quite simple but great opportunities for number discoveries and patterns!
This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.
What is the smallest number of tiles needed to tile this patio? Can
you investigate patios of different sizes?
Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?
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 do these two triangles have in common? How are they related?
What is the largest cuboid you can wrap in an A3 sheet of paper?
Use the interactivity to investigate what kinds of triangles can be
drawn on peg boards with different numbers of pegs.
Explore the different tunes you can make with these five gourds.
What are the similarities and differences between the two tunes you
I cut this square into two different shapes. What can you say about
the relationship between them?
48 is called an abundant number because it is less than the sum of
its factors (without itself). Can you find some more abundant
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?
An investigation that gives you the opportunity to make and justify
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?
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 smallest cuboid that you can put in this box so that
you cannot fit another that's the same into it?
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
An activity making various patterns with 2 x 1 rectangular tiles.
Investigate what happens when you add house numbers along a street
in different ways.
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?
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!
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?
Explore ways of colouring this set of triangles. Can you make
Try continuing these patterns made from triangles. Can you create
your own repeating pattern?
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?
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 out how the 6-triangle shape is transformed in these
tessellations? Will the tessellations go on for ever? Why or why
Can you continue this pattern of triangles and begin to predict how
many sticks are used for each new "layer"?
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?
Is there a best way to stack cans? What do different supermarkets
do? How high can you safely stack the cans?
Many natural systems appear to be in equilibrium until suddenly a critical point is reached, setting up a mudslide or an avalanche or an earthquake. In this project, students will use a simple. . . .
These pictures were made by starting with a square, finding the
half-way point on each side and joining those points up. You could
investigate your own starting shape.
In this investigation we are going to count the number of 1s, 2s,
3s etc in numbers. Can you predict what will happen?
What statements can you make about the car that passes the school
gates at 11am on Monday? How will you come up with statements and
test your ideas?