What can you say about the child who will be first on the playground tomorrow morning at breaktime in your school?
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?
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. . . .
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?
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?
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 group of children are discussing the height of a tall tree. How would you go about finding out its height?
This tricky challenge asks you to find ways of going across rectangles, going through exactly ten squares.
Work with numbers big and small to estimate and calculate various quantities in biological contexts.
A description of some experiments in which you can make discoveries about triangles.
Place the 16 different combinations of cup/saucer in this 4 by 4 arrangement so that no row or column contains more than one cup or saucer of the same colour.
Numbers arranged in a square but some exceptional spatial awareness probably needed.
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?
Have a go at this 3D extension to the Pebbles problem.
In this investigation, we look at Pascal's Triangle in a slightly different way - rotated and with the top line of ones taken off.
It starts quite simple but great opportunities for number discoveries and patterns!
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?
Roll two red dice and a green dice. Add the two numbers on the red dice and take away the number on the green. What are all the different possibilities that could come up?
48 is called an abundant number because it is less than the sum of
its factors (without itself). Can you find some more abundant
I cut this square into two different shapes. What can you say about
the relationship between them?
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?
How many different ways can you find of fitting five hexagons
together? How will you know you have found all the 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?
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?
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!
Follow the directions for circling numbers in the matrix. Add all
the circled numbers together. Note your answer. Try again with a
different starting number. What do you notice?
This article for teachers suggests ideas for activities built around 10 and 2010.
If the answer's 2010, what could the question be?
Investigate what happens when you add house numbers along a street
in different ways.
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?
Can you find ways of joining cubes together so that 28 faces are
An activity making various patterns with 2 x 1 rectangular tiles.
Can you find out how the 6-triangle shape is transformed in these
tessellations? Will the tessellations go on for ever? Why or why
What do these two triangles have in common? How are they related?
What is the smallest cuboid that you can put in this box so that
you cannot fit another that's the same into it?
Use the interactivity to investigate what kinds of triangles can be
drawn on peg boards with different numbers of pegs.
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?
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.
Can you continue this pattern of triangles and begin to predict how many sticks are used for each new "layer"?
Explore the different tunes you can make with these five gourds.
What are the similarities and differences between the two tunes you
What is the largest cuboid you can wrap in an A3 sheet of paper?
In this article for teachers, Bernard gives an example of taking an
initial activity and getting questions going that lead to other
What is the smallest number of tiles needed to tile this patio? Can
you investigate patios of different sizes?
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. . . .
An investigation that gives you the opportunity to make and justify
When Charlie asked his grandmother how old she is, he didn't get a
straightforward reply! Can you work out how old she is?
In how many ways can you stack these rods, following the rules?
How will you decide which way of flipping over and/or turning the grid will give you the highest total?
How many tiles do we need to tile these patios?
Why does the tower look a different size in each of these pictures?