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?

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?

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

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.

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?

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?

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?

A group of children are discussing the height of a tall tree. How would you go about finding out its height?

A challenging activity focusing on finding all possible ways of stacking rods.

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

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?

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?

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!

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

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

I cut this square into two different shapes. What can you say about the relationship between them?

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?

This article for teachers suggests ideas for activities built around 10 and 2010.

Can you find ways of joining cubes together so that 28 faces are visible?

How many different ways can you find of fitting five hexagons together? How will you know you have found all the ways?

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?

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?

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

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. . . .

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 not?

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 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?

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?

What is the smallest cuboid that you can put in this box so that you cannot fit another that's the same into it?

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 number of tiles needed to tile this patio? Can you investigate patios of different sizes?

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

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?

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 are given?

"Ip dip sky blue! Who's 'it'? It's you!" Where would you position yourself so that you are 'it' if there are two players? Three players ...?

In how many ways can you stack these rods, following the rules?

Why does the tower look a different size in each of these pictures?