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?

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 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.

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. . . .

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?

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?

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. . . .

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?

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

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

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?

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

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?

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?

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?

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.

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

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

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

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

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.

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?

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

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

Have a go at making a few of these shapes from paper in different sizes. What patterns can you create?

What is the greatest number of counters you can place on the grid below without four of them lying at the corners of a square?

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

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

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

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

Here are shadows of some 3D shapes. What shapes could have made them?

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.

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 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?

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 outlines of these clocks?

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

Can you split each of the shapes below in half so that the two parts are exactly the same?

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

Can you describe a piece of paper clearly enough for your partner to know which piece it is?