We think this 3x3 version of the game is often harder than the 5x5 version. Do you agree? If so, why do you think that might be?

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 can you arrange the 5 cubes so that you need the smallest number of Brush Loads of paint to cover them? Try with other numbers of cubes as well.

Use the interactivity to find all the different right-angled triangles you can make by just moving one corner of the starting triangle.

The ancient Egyptians were said to make right-angled triangles using a rope with twelve equal sections divided by knots. What other triangles could you make if you had a rope like this?

Lolla bought a balloon at the circus. She gave the clown six coins to pay for it. What could Lolla have paid for the balloon?

Let's say you can only use two different lengths - 2 units and 4 units. Using just these 2 lengths as the edges how many different cuboids can you make?

Cut differently-sized square corners from a square piece of paper to make boxes without lids. Do they all have the same volume?

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

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.

How many different shaped boxes can you design for 36 sweets in one layer? Can you arrange the sweets so that no sweets of the same colour are next to each other in any direction?

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?

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?

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

This challenge encourages you to explore dividing a three-digit number by a single-digit number.

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?

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

What shapes should Elly cut out to make a witch's hat? How can she make a taller hat?

Formulate and investigate a simple mathematical model for the design of a table mat.

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. . . .

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

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

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

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

A follow-up activity to Tiles in the Garden.

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.

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

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?

This challenge extends the Plants investigation so now four or more children are involved.

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

How will you decide which way of flipping over and/or turning the grid will give you the highest total?

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

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

In this investigation we are going to count the number of 1s, 2s, 3s etc in numbers. Can you predict what will happen?

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.

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

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?

What can you say about the child who will be first on the playground tomorrow morning at breaktime in your school?

How many models can you find which obey these rules?

Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.

"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 ...?

This challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.

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.

When Charlie asked his grandmother how old she is, he didn't get a straightforward reply! Can you work out how old she is?

What is the largest number of circles we can fit into the frame without them overlapping? How do you know? What will happen if you try the other shapes?

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?