In this investigation, we look at Pascal's Triangle in a slightly different way - rotated and with the top line of ones taken off.

Compare the numbers of particular tiles in one or all of these three designs, inspired by the floor tiles of a church in Cambridge.

It starts quite simple but great opportunities for number discoveries and patterns!

Numbers arranged in a square but some exceptional spatial awareness probably needed.

The letters of the word ABACUS have been arranged in the shape of a triangle. How many different ways can you find to read the word ABACUS from this triangular pattern?

A follow-up activity to Tiles in the Garden.

This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.

Polygonal numbers are those that are arranged in shapes as they enlarge. Explore the polygonal numbers drawn here.

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?

A description of some experiments in which you can make discoveries about triangles.

Complete these two jigsaws then put one on top of the other. What happens when you add the 'touching' numbers? What happens when you change the position of the jigsaws?

Can you design a new shape for the twenty-eight squares and arrange the numbers in a logical way? What patterns do you notice?

Investigate and explain the patterns that you see from recording just the units digits of numbers in the times tables.

Take ten sticks in heaps any way you like. Make a new heap using one from each of the heaps. By repeating that process could the arrangement 7 - 1 - 1 - 1 ever turn up, except by starting with it?

How many different sets of numbers with at least four members can you find in the numbers in this box?

We can arrange dots in a similar way to the 5 on a dice and they usually sit quite well into a rectangular shape. How many altogether in this 3 by 5? What happens for other sizes?

There are three tables in a room with blocks of chocolate on each. Where would be the best place for each child in the class to sit if they came in one at a time?

Write the numbers up to 64 in an interesting way so that the shape they make at the end is interesting, different, more exciting ... than just a square.

What happens when you add the digits of a number then multiply the result by 2 and you keep doing this? You could try for different numbers and different rules.

Investigate this balance which is marked in halves. If you had a weight on the left-hand 7, where could you hang two weights on the right to make it balance?

Make new patterns from simple turning instructions. You can have a go using pencil and paper or with a floor robot.

Investigate the numbers that come up on a die as you roll it in the direction of north, south, east and west, without going over the path it's already made.

This article (the first of two) contains ideas for investigations. Space-time, the curvature of space and topology are introduced with some fascinating problems to explore.

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. . . .

Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total.

How can you arrange these 10 matches in four piles so that when you move one match from three of the piles into the fourth, you end up with the same arrangement?

Which times on a digital clock have a line of symmetry? Which look the same upside-down? You might like to try this investigation and find out!

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

In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square?

Investigate what happens when you add house numbers along a street in different ways.

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?

Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.

An investigation that gives you the opportunity to make and justify predictions.

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!

What happens if you join every second point on this circle? How about every third point? Try with different steps and see if you can predict what will happen.

Well now, what would happen if we lost all the nines in our number system? Have a go at writing the numbers out in this way and have a look at the multiplications table.

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?

Use the interactivity to investigate what kinds of triangles can be drawn on peg boards with different numbers of pegs.

This challenge is to design different step arrangements, which must go along a distance of 6 on the steps and must end up at 6 high.

There are nine teddies in Teddy Town - three red, three blue and three yellow. There are also nine houses, three of each colour. Can you put them on the map of Teddy Town according to the rules?

Work with numbers big and small to estimate and calculate various quantities in biological contexts.

While we were sorting some papers we found 3 strange sheets which seemed to come from small books but there were page numbers at the foot of each page. Did the pages come from the same book?

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?

In this section from a calendar, put a square box around the 1st, 2nd, 8th and 9th. Add all the pairs of numbers. What do you notice about the answers?

Explore Alex's number plumber. What questions would you like to ask? What do you think is happening to the numbers?

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