Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.

A package contains a set of resources designed to develop pupils' mathematical thinking. This package places a particular emphasis on “visualising” and is designed to meet the needs. . . .

Can you find a way of representing these arrangements of balls?

What is the shape of wrapping paper that you would need to completely wrap this model?

Start with a large square, join the midpoints of its sides, you'll see four right angled triangles. Remove these triangles, a second square is left. Repeat the operation. What happens?

These are pictures of the sea defences at New Brighton. Can you work out what a basic shape might be in both images of the sea wall and work out a way they might fit together?

A game for 2 players. Can be played online. One player has 1 red counter, the other has 4 blue. The red counter needs to reach the other side, and the blue needs to trap the red.

Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.

Imagine a 4 by 4 by 4 cube. If you and a friend drill holes in some of the small cubes in the ways described, how many will not have holes drilled through them?

A game for 2 players. Given a board of dots in a grid pattern, players take turns drawing a line by connecting 2 adjacent dots. Your goal is to complete more squares than your opponent.

Find a way to cut a 4 by 4 square into only two pieces, then rejoin the two pieces to make an L shape 6 units high.

A game has a special dice with a colour spot on each face. These three pictures show different views of the same dice. What colour is opposite blue?

What is the greatest number of squares you can make by overlapping three squares?

On the graph there are 28 marked points. These points all mark the vertices (corners) of eight hidden squares. Can you find the eight hidden squares?

This article for teachers discusses examples of problems in which there is no obvious method but in which children can be encouraged to think deeply about the context and extend their ability to. . . .

An extension of noughts and crosses in which the grid is enlarged and the length of the winning line can to altered to 3, 4 or 5.

Imagine a 3 by 3 by 3 cube made of 9 small cubes. Each face of the large cube is painted a different colour. How many small cubes will have two painted faces? Where are they?

Investigate how the four L-shapes fit together to make an enlarged L-shape. You could explore this idea with other shapes too.

How can the same pieces of the tangram make this bowl before and after it was chipped? Use the interactivity to try and work out what is going on!

Eight children each had a cube made from modelling clay. They cut them into four pieces which were all exactly the same shape and size. Whose pieces are the same? Can you decide who made each set?

Players take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.

The aim of the game is to slide the green square from the top right hand corner to the bottom left hand corner in the least number of moves.

A hundred square has been printed on both sides of a piece of paper. What is on the back of 100? 58? 23? 19?

Exchange the positions of the two sets of counters in the least possible number of moves

Here's a simple way to make a Tangram without any measuring or ruling lines.

This article looks at levels of geometric thinking and the types of activities required to develop this thinking.

These points all mark the vertices (corners) of ten hidden squares. Can you find the 10 hidden squares?

Can you fit the tangram pieces into the outline of these convex shapes?

Can you fit the tangram pieces into the outline of this sports car?

Can you fit the tangram pieces into the outline of this goat and giraffe?

What happens when you turn these cogs? Investigate the differences between turning two cogs of different sizes and two cogs which are the same.

Which of these dice are right-handed and which are left-handed?

In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.

Can you fit the tangram pieces into the outline of Little Ming and Little Fung dancing?

Can you fit the tangram pieces into the outline of the child walking home from school?

Can you fit the tangram pieces into the outlines of Mai Ling and Chi Wing?

Can you fit the tangram pieces into the outlines of these clocks?

The image in this problem is part of a piece of equipment found in the playground of a school. How would you describe it to someone over the phone?

Can you fit the tangram pieces into the outlines of the lobster, yacht and cyclist?

Can you fit the tangram pieces into the outlines of the candle and sundial?

Can you fit the tangram pieces into the outlines of the chairs?

Can you fit the tangram pieces into the outline of this junk?

Can you fit the tangram pieces into the outlines of these people?

Can you fit the tangram pieces into the outline of this telephone?

Can you fit the tangram pieces into the outlines of the workmen?

Can you fit the tangram pieces into the outline of this shape. How would you describe it?

Can you fit the tangram pieces into the outlines of the watering can and man in a boat?

Can you fit the tangram pieces into the outline of Little Ming playing the board game?