Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.
Problem solving is at the heart of the NRICH site. All the problems
give learners opportunities to learn, develop or use mathematical
concepts and skills. Read here for more information.
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?
Lyndon Baker describes how the Mobius strip and Euler's law can
introduce pupils to the idea of topology.
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?
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?
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,. . . .
What can you see? What do you notice? What questions can you ask?
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?
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
This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?
Imagine a wheel with different markings painted on it at regular
intervals. Can you predict the colour of the 18th mark? The 100th
On the graph there are 28 marked points. These points all mark the
vertices (corners) of eight hidden squares. Can you find the eight
A game for 2 people. Take turns joining two dots, until your opponent is unable to move.
A cheap and simple toy with lots of mathematics. Can you interpret
the images that are produced? Can you predict the pattern that will
be produced using different wheels?
A variant on the game Alquerque
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?
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?
This article is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view. . . .
This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the. . . .
Move just three of the circles so that the triangle faces in the
Place the numbers 1, 2, 3,..., 9 one on each square of a 3 by 3 grid so that all the rows and columns add up to a prime number. How many different solutions can you find?
What is the shape of wrapping paper that you would need to completely wrap this model?
Have a go at this 3D extension to the Pebbles problem.
Can you find a way of representing these arrangements of balls?
Can you predict when you'll be clapping and when you'll be clicking
if you start this rhythm? How about when a friend begins a new
rhythm at the same time?
This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
Here are some arrangements of circles. How many circles would I need to make the next size up for each? Can you create your own arrangement and investigate the number of circles it needs?
We're excited about this new program for drawing beautiful mathematical designs. Can you work out how we made our first few pictures and, even better, share your most elegant solutions with us?
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. . . .
Mathematics is the study of patterns. Studying pattern is an
opportunity to observe, hypothesise, experiment, discover and
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?
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 the rocket?
Can you fit the tangram pieces into the outline of these convex shapes?
If you can post the triangle with either the blue or yellow colour face up, how many ways can it be posted altogether?
Can you fit the tangram pieces into the outline of this plaque design?
Can you fit the tangram pieces into the outline of this junk?
Can you fit the tangram pieces into the outline of these rabbits?
Which of these dice are right-handed and which are left-handed?
How many moves does it take to swap over some red and blue frogs? Do you have a method?
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 the telescope and microscope?
Here are shadows of some 3D shapes. What shapes could have made
Investigate how the four L-shapes fit together to make an enlarged L-shape. You could explore this idea with other shapes too.
A game for two players. You'll need some counters.
Can you fit the tangram pieces into the outline of this goat and giraffe?
Can you fit the tangram pieces into the outline of Wai Ping, Wah Ming and Chi Wing?
Can you fit the tangram pieces into the outlines of the candle and sundial?
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.