Move just three of the circles so that the triangle faces in the opposite direction.

Take it in turns to place a domino on the grid. One to be placed horizontally and the other vertically. Can you make it impossible for your opponent to play?

In a square in which the houses are evenly spaced, numbers 3 and 10 are opposite each other. What is the smallest and what is the largest possible number of houses in the square?

You have 4 red and 5 blue counters. How many ways can they be placed on a 3 by 3 grid so that all the rows columns and diagonals have an even number of red counters?

What does the overlap of these two shapes look like? Try picturing it in your head and then use the interactivity to test your prediction.

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.

A magician took a suit of thirteen cards and held them in his hand face down. Every card he revealed had the same value as the one he had just finished spelling. How did this work?

Make one big triangle so the numbers that touch on the small triangles add to 10. You could use the interactivity to help you.

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

A tetromino is made up of four squares joined edge to edge. Can this tetromino, together with 15 copies of itself, be used to cover an eight by eight chessboard?

What happens when you try and fit the triomino pieces into these two grids?

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!

Hover your mouse over the counters to see which ones will be removed. Click to remover them. The winner is the last one to remove a counter. How you can make sure you win?

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.

This article for teachers describes how modelling number properties involving multiplication using an array of objects not only allows children to represent their thinking with concrete materials,. . . .

If you can post the triangle with either the blue or yellow colour face up, how many ways can it be posted altogether?

This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?

Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?

Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?

An activity centred around observations of dots and how we visualise number arrangement patterns.

We start with one yellow cube and build around it to make a 3x3x3 cube with red cubes. Then we build around that red cube with blue cubes and so on. How many cubes of each colour have we used?

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

Cut four triangles from a square as shown in the picture. How many different shapes can you make by fitting the four triangles back together?

Imagine a pyramid which is built in square layers of small cubes. If we number the cubes from the top, starting with 1, can you picture which cubes are directly below this first cube?

How many different triangles can you make on a circular pegboard that has nine pegs?

This second article in the series refers to research about levels of development of spatial thinking and the possible influence of instruction.

Can you work out what shape is made when this piece of paper is folded up using the crease pattern shown?

Can you fit the tangram pieces into the outline of this brazier for roasting chestnuts?

Use the three triangles to fill these outline shapes. Perhaps you can create some of your own shapes for a friend to fill?

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.

Can you fit the tangram pieces into the outline of Little Fung at the table?

I found these clocks in the Arts Centre at the University of Warwick intriguing - do they really need four clocks and what times would be ambiguous with only two or three of them?

A shape and space game for 2,3 or 4 players. Be the last person to be able to place a pentomino piece on the playing board. Play with card, or on the computer.

How many different cuboids can you make when you use four CDs or DVDs? How about using five, then six?

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

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

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 these clocks?

Investigate the number of paths you can take from one vertex to another in these 3D shapes. Is it possible to take an odd number and an even number of paths to the same vertex?

How many balls of modelling clay and how many straws does it take to make these skeleton shapes?

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 these people?

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. . . .

Can you fit the tangram pieces into the outline of these rabbits?

Can you fit the tangram pieces into the outline of the telescope and microscope?

Can you fit the tangram pieces into the outline of this plaque design?