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.

Square It game for an adult and child. Can you come up with a way of always winning this game?

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.

What can you see? What do you notice? What questions can you ask?

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

A game for 2 people. Take turns joining two dots, until your opponent is unable to move.

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

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?

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 create.

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

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?

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. . . .

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.

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?

Imagine a 3 by 3 by 3 cube. If you and a friend drill holes in some of the small cubes in the ways described, how many will have holes drilled through them?

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. . . .

How many loops of string have been used to make these patterns?

How many pieces of string have been used in these patterns? Can you describe how you know?

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.

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?

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.

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

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?

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?

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?

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

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!

Can you work out what is wrong with the cogs on a UK 2 pound coin?

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

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.

Can you fit the tangram pieces into the outline of Granma T?

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 people?

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

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

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

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

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 the chairs?

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

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 Mai Ling and Chi Wing?

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?

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 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.