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
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.
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 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. . . .
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.
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?
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.
Mathematics is the study of patterns. Studying pattern is an
opportunity to observe, hypothesise, experiment, discover and
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. . . .
Have a go at this 3D extension to the Pebbles problem.
What is the shape of wrapping paper that you would need to completely wrap this model?
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?
Can you find a way of representing these arrangements of balls?
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.
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?
An activity centred around observations of dots and how we visualise number arrangement patterns.
What can you see? What do you notice? What questions can you ask?
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?
Here are shadows of some 3D shapes. What shapes could have made
Which of these dice are right-handed and which are left-handed?
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 outlines of the candle and sundial?
Investigate how the four L-shapes fit together to make an enlarged
L-shape. You could explore this idea with other shapes too.
Can you fit the tangram pieces into the outline of Little Ming and Little Fung dancing?
Can you fit the tangram pieces into the outlines of the workmen?
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.
Can you fit the tangram pieces into the outlines of Mai Ling and Chi Wing?
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 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 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 the child walking home from school?
Can you fit the tangram pieces into the outlines of the lobster, yacht and cyclist?
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?
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!
A hundred square has been printed on both sides of a piece of
paper. What is on the back of 100? 58? 23? 19?
Can you fit the tangram pieces into the outlines of the chairs?
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.
Can you fit the tangram pieces into the outline of this sports car?
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?
Can you fit the tangram pieces into the outline of Little Ming?
This article for teachers describes a project which explores
thepower of storytelling to convey concepts and ideas to children.
Can you work out what is wrong with the cogs on a UK 2 pound coin?
Can you see why 2 by 2 could be 5? Can you predict what 2 by 10