In this town, houses are built with one room for each person. There are some families of seven people living in the town. In how many different ways can they build their houses?

Swap the stars with the moons, using only knights' moves (as on a chess board). What is the smallest number of moves possible?

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. . . .

Can you make a 3x3 cube with these shapes made from small cubes?

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. . . .

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?

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

Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.

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?

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

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,. . . .

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

Here you see the front and back views of a dodecahedron. Each vertex has been numbered so that the numbers around each pentagonal face add up to 65. Can you find all the missing numbers?

Take a rectangle of paper and fold it in half, and half again, to make four smaller rectangles. How many different ways can you fold it up?

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

In each of the pictures the invitation is for you to: Count what you see. Identify how you think the pattern would continue.

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

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

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?

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?

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

In how many ways can you fit two of these yellow triangles together? Can you predict the number of ways two blue triangles can be fitted together?

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.

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

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

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?

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

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.

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. . . .

If you split the square into these two pieces, it is possible to fit the pieces together again to make a new shape. How many new shapes can you make?

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.

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?

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 people. Take turns joining two dots, until your opponent is unable to move.

Find your way through the grid starting at 2 and following these operations. What number do you end on?

How many DIFFERENT quadrilaterals can be made by joining the dots on the 8-point circle?

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

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

Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.

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?

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 challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.

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?

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?

Building up a simple Celtic knot. Try the interactivity or download the cards or have a go on squared paper.